Intasc Standard 8: Instructional Strategies

USM Content Methods Workgroup

2012-2013

Cynthia Curry, , University of Southern Maine

InTASC Standard 8: Instructional Strategies

Performance Indicator / NETS-T/
NETS-S / Implementation Examples for All Content Areas / Resources & Materials for All Content Areas / Literacy-Specific / Mathematics-Specific / Science-Specific / Social Studies-Specific
(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners. / 2. Design and Develop Digital Age Learning Experiences and Assessments / Use of students’ IEP, 504, ESL program goals, modifications, or accommodations
Use of student profile data to inform lesson development and implementation
Use of universal screening data
Use of flexible grouping strategies
Collaboration with special educators, ESL teachers, and other related service providers / Strategiestoimproveaccesstothegeneraleducationcurriculum (The Access Center)
Adaptingthecurriculumtomeettheneedsofdiverselearners (Bashinski, 2002)
Howtoadaptyourteachingstrategiestostudentneeds (Bulloch - Reading Rockets)
DifferentiatedinstructionandimplicationsforUDLimplementation (Hall et al., 2011)
AccessingtheGeneralEducationCurriculum: InclusionConsiderationsforStudentswithDisabilities (IRIS Center module)
Accommodations: InstructionalandTestingSupportsforStudentswithDisabilities (IRIS Center module)
TeachingEnglishLanguageLearners: EffectiveInstructionalPractices (IRIS Center module)
Garcia, S.B., and Tyler, B. (2010). Meeting the needs of English language learners with learning disabilities in the general curriculum. Theory into Practice, 49(2), 113-120.
Universaldesignforalllearners (Curry, 2003)
Using instructional routines to differentiate instruction (Center on Instruction) / Intensive interventions for students struggling in reading and mathematics (Center on Instruction)
IRIS Center Module: CSR: A Reading Comprehension Strategy
IRIS Center Module: PALS A Reading Strategy for High School
IRIS Center Module: PALS A Reading Strategy for Grades 2-6
IRIS Center Module: PALS A Reading Strategy for Grades K-1
IRIS Center Module: RTI Reading Instruction
IRIS Center Case Study: Fluency and Word Identification Grades 3-5
IRIS Center Case Study: Written Expression Grades 2-5
Effective literacy and English language instruction for English learners in the elementary grades (Gersten et al., 2007)
Captioned media: Literacy support for diverse learners (NCTI & CITEd, 2010)
Culturally responsive literacy instruction (Callins, 2006)
Reading comprehension strategies for English language learners (Breiseth, ASCD)
Standards-based writing for ELLs (Colorín Colorado, 2007)
Collaborative strategic reading: Improving secondary students’ reading comprehension skills (Bremer et al., 2002)
Grouping students who struggle with reading (Vaughn et al., 2001)
Improving word identification skills using strategic instruction model (SIM) strategies (Bremer et al., 2002)
Adaptations for writing (University of Kansas)
Differentiated instruction for writing (The Access Center) / WWC Review of the report” Mastery Learning and Student Teams: A Factorial Experiment in Urban General Mathematics Classes” (What Works Clearinghouse, 2012)
Educator’s Guide: What Works in Teaching Math? (Slavin et al., 2010)
Collaborative Learning in the Classroom (The Math Forum)
Effective Strategies for Teaching Students with Difficulties in Mathematics (NCTM, 2007)
Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers (Center on Instruction, 2008)
Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components (NICHCY, 2013)
A meta-analysis on teaching mathematics to students with significant cognitive disabilities (NICHCY, 2008)
Intensive interventions for students struggling in reading and mathematics (Center on Instruction) / Universaldesigninsciencelearning (Curry, Cohen, and Lightbody (2006))
Improving reading skills in the science classroom (Teaching Today, 2005) / Teachinghistorytosupportdiverselearners (LD Online)
(b) The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs. / 2. Design and Develop Digital Age Learning Experiences and Assessments / Apply curriculum-based measures and probes in progress monitoring
Student journals of self-reflection and self-assessment of progress toward goals / ClassroomAssessment: AnIntroductiontoMonitoringAcademicAchievementintheClassroom (IRIS Center module)
Promotingstudentself-assessment (ReadWriteThink)
McMillan, J.H., Hearn, J. (2008). Studentself-assessment: Thekeytostrongerstudentmotivationandhigherachievement. Educational Horizons, 87(1), 40-49.
Whatiscurriculum-basedmeasurementandhowdoesithelpmychild? (National Center on Student Progress Monitoring)
What Works Clearinghouse Practice Guide (see Recommendation 5b -Use quizzes to re-expose students to key content):Organizinginstructionandstudytoimprovestudentlearning / IRIS Center Module: RTI Reading Instruction / WWC Evidence Review of Protocol for K-12 Students with Learning Disabilities (What Works Clearinghouse, 2012)
Assisting Students Struggling with Mathematics: RtI for Elementary and Middle Schools (Gersten et al., 2009)
(c) The teacher collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest. / 1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital Age Learning Experiences and Assessments
3. Model Digital Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
4. Critical Thinking, Problem Solving, and Decision Making / Collaboration with community organizations (Project Learning Tree, Learningworks, Telling Room, Gulf of Maine Research Institute, DeLorme, Maine Memory Network)
Use of student interest surveys
Family outreach for participation in class projects (e.g, study of diverse cultures, projects that relate to disciplines associated with various careers) / McCarthy, P.J., Brennan, L., and Vecchiarello, K. (2011). Parent-schoolcommunicationintheinclusiveclassroom: Acomprehensivemodelofcollaborationineducation. International Journal of Humanities and Social Science, 1(15), 55-60.
IRIS Center Module: Collaborating with Families / Culturally responsive literacy instruction (Callins, 2006)
(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purpose of instruction and the needs of the learners. / 2. Design and Develop Digital Age Learning Experiences and Assessments / Model mix of teacher-led and student-led instruction
Use of Socratic seminars with instructor modeling followed by students’ leading / Tomlinson, C.A. (2011). Everyteacheracoach. Educational Leadership, 69(2), 92-93.
Directinstruction(National Dissemination Center for Children with Disabilities)
Introducingacademicstrategiestostudents: Adirect-instructionapproach(Intervention Central)
Teachingwithdiscussions (Washington University in St. Louis)
Tentipsforfacilitatingclassroomdiscussionsonsensitivetopics (Moore & Deshaies, 2012)
StrategyguideforSocraticseminars (ReadWriteThink)
(e) The teacher provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances. / 2. Design and Develop Digital Age Learning Experiences and Assessments
2. Communication and Collaboration / Study and application of UDL principles and associated guidelines, particularly principles 1 (representations of information) and 2 (student action and expression) / CAST (2011). UniversalDesignforLearningGuidelinesversion 2.0. Wakefield, MA: Author. [See guidelines under principles I (Provide multiple means of representation) and II (Provide multiple means of action and expression)]
What Works Clearinghouse Practice Guide (see Recommendation 3 - Combine graphics with verbal descriptions and Recommendation 4 - Connect and integrate abstract and concrete representations of concepts):Organizinginstructionandstudytoimprovestudentlearning
Multimodallearningthroughmedia: Whattheresearchsays (Metiri Group, 2009) / CCSS for Mathematics (Maine DOE)
UDL Principles and Practice: Grade 1 Mathematics (video with commentary)
UDLCurriculumSelf-CheckContentResources: Mathematics (Center for Applied Special Technology)
Concrete-Representational-Abstract-Instructional Approach (The Access Center)
NCTM Illuminations
Learning Mathematics with Virtual Manipulatives(CITEd Research Center)
NCTM Reasoning and Sense Making Task Library
Making It Happen: A Guide to Interpreting and Implementing the Common Core State Standards for Mathematics (NCTM, 2010)
Doing What Works – CCSS Mathematics Transition Project
Math Labs Program: Explore Differentiated Lessons Online (Montgomery County Public Schools) / Honey, M.A., & Hilton, M. (2011). LearningScienceThroughComputerGamesandSimulations. National Research Council.
(f) The teacher engages all learners in developing higher order questioning skills and metacognitive processes. / 1. Facilitate and Inspire Student Learning and Creativity
4. Critical Thinking, Problem Solving, and Decision Making / Practice with uses of strategies for developing higher order questioning skills and metacognition
Application of upper levels of Bloom’s Taxonomy
Direct observations and conversations with students re: their own probing questions
Students’ reflections
Evidence within unit of instruction (perhaps video of a lesson in which student uses related instructional strategies) / Chamot, A.U., Meloni, C.F., Gonglewski, M., Bartoshesky, A., & Keatley, C. (2008). Developing Autonomy in Language Learners. Chapter 3: EmpoweringYourStudentswithLearningStrategies
Thomas, A., & Thorne, G. (2012). Howtoincreasehigherorderthinking.
Council for Exceptional Children. (2011). Teachinghigherorderthinkingskillsusingrealworldproblemsolving
What Works Clearinghouse Practice Guide (see Recommendation 7 - Help students build explanations by asking and answering deep questions):Organizinginstructionandstudytoimprovestudentlearning / Metacognitive strategies (MathVIDS)
What’s all the fuss about metacognition? (The Math Forum)
Towards the modeling of mathematical metacognition (Wilson & Clarke, 2004)
Math problem-solving: Combining cognitive and metacognitive strategies (Intervention Central) / Science Education Resource Center at Carleton College. (2012). TeachingMetacognition. / Kraci. C.L. (2012). Review or true? Using higher-level thinking questions in social studies instruction. Social Studies, 103(2), 57-60.
(g) The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information. / 3. Model Digital Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
3. Research and Information Fluency
4. Digital Citizenship / Use of applications and tools, such as spreadsheets and databases, organizers (e.g., concept mapping software, advanced study organizers created in word processors)
Practice with and instruction of digital and information literacy strategies / Introductiontoinformationliteracy (American Library Association)
Informationliteracyskills (National Forum on Information Literacy)
CommonSenseMediadigitalliteracycurriculumforgradesK-5
CommonSenseMediadigitalliteracycurriculumforgrades 6-8
CommonSenseMediadigitalliteracycurriculumforgrades 9-12
CASTStrategyTutor
Conderman, G., Hedin, L. (2011). Cue cards: a self-regulatory strategy for students with learning disabilities. Intervention in School and Clinic, 46(3), 165-173. / Captioned media: Literacy support for diverse learners (NCTI & CITEd, 2010)
Adolescent literacy: What’s technology got to do with it? (CITEd, 2010)
Learning to read with multimedia materials (CITEd)
The digital whiteboard: A tool in early literacy instruction (Solvie, 2004) / Technology in Math Education (The Math Forum)
What Works Clearinghouse Practice Guide (see Recommendation 2 - Interleave worked example solutions and problem-solving exercises):Organizinginstructionandstudytoimprovestudentlearning / Use of probeware
Access to the undergraduate research lab
What Works Clearinghouse Practice Guide (see Recommendation 2 - Interleave worked example solutions and problem-solving exercises):Organizinginstructionandstudytoimprovestudentlearning
UsingMnemonicInstructiontoTeachScience (Access Center) / Manfra, M.M., & Coven, R.M. (2011). A digital view of history: Drawing and discussing models of historical concepts. Social Education, 75(2), 102-106
(h) The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes. / 3. Model Digital Age Work and Learning
2. Communication and Collaboration / Study of literacy across content areas
Use of the writing process across content areas
Providing feedback in multiple modes
Teaching of content- and purpose-specific speaking, listening, reading, writing, drawing, and study strategies / McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know. Reading Teacher, 65(7), 432-440.
Karchmer-Klein, R., & Shinas, V.H. (2012). Guiding principles for supporting new literacies in your classroom. Reading Teacher, 65(5), 288-293.
Thoermer, A., & Williams, L. (2012). Using digital texts to promote fluent reading. Reading Teacher, 65(7), 441-445.
Classroomstrategies (Adolescent Literacy)
Classroomstrategies (Reading Rockets)
Literacyandlearninginthecontentareas (LA Public Broadcasting)
Readingcomprehension (Literacy Web at UConn)
Secondary vocabulary lessons (Archer, 2010 ADE Best Practices / IRIS Center Module: Improving Writing Performance: A Strategy for Writing Persuasive Essays
IRIS Center Case Study: Comprehension & Vocabulary Grades 3-5
IRIS Center Module: Secondary Reading Instruction Teaching Vocabulary and Comprehension in the Content Areas
IRIS Center Module: PALS A Reading Strategy for High School
IRIS Center Module: PALS A Reading Strategy for Grades 2-6
IRIS Center Module: PALS A Reading Strategy for Grades K-1
IRIS Center Case Study: Fluency and Word Identification Grades 3-5
IRIS Center Case Study: Written Expression Grades 2-5
Effective literacy and English language instruction for English learners in the elementary grades (Gersten et al., 2007)
Captioned media: Literacy support for diverse learners (NCTI & CITEd, 2010)
Culturally responsive literacy instruction (Callins, 2006)
Reading comprehension strategies for English language learners (Breiseth, ASCD)
Standards-based writing for ELLs (Colorín Colorado, 2007)
Collaborative strategic reading: Improving secondary students’ reading comprehension skills (Bremer et al., 2002)
Readers’ theater for reading improvement (McPhail, 2008)
Teaching reading comprehension (Zygouris-Coe, 2009)
The growing value of graphic novels: Other possibilities for Web 2.0 (Schwarz, ASCD) / Literacystrategiesforimprovingmathematicsinstruction (Kenney, Hancewicz, Heuer, Metsisto, Tuttle (2005)
Directorexplicitinstructionandmathematics (Access Center)
Using mnemonic instruction to teach math (The Access Center, 2006) / Allow students to facilitate labs
Improving reading skills in the science classroom (Teaching Today, 2005)
(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g, probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question). / 1. Facilitate and Inspire Student Learning and Creativity / Students lead a small group discussion based upon their own questions
Use of multiple and diverse discussion formats / Slidinggroups (Teaching Effectiveness Program - University of Oregon)
Feedbackdiscussions (Teaching Effectiveness Program - University of Oregon)
Leadingadiscussionusingthenominalgrouptechnique (Teaching Effectiveness Program - University of Oregon)
EngagingTextDiscussion(Adolescents) (Doing What Works)
Using instructional design strategies to foster curiosity (Arnone, 2003) / The Good Questions Project at Cornell University
Using questioning to stimulate mathematical thinking (NRICH Project)
Developing mathematical thinking with effective questions (PBS Teacherline)
The art of asking thought provoking questions in a problem solving mathematics classroom (Bedford & Mooney, 2007) / Students develop discussion questions related to a primary source
Facilitatingdiscussioninhumanitiesandsocialscienceclasses (McGraw Center for Teaching and Learning)

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