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Differentiated Core Instruction

    • All students must have access to the essential content of each grade level or course. This challenging but critical task requires the collaborative efforts of teacher teams to design instruction that tasks that engage students and propel children to higher levels of learning. Teacher teams must create multiple paths so that students of different abilities, interests, and learning needs experience equally appropriate ways to learn.

    • Differentiation requires:
      • Scaffolds, in the form of temporarily adjusted rigor, for students with lower current levels of readiness, so that access grade level content
      • Instructional strategies and tasks that address different levels of readiness, interests, current levels of readiness, and learning styles
      • Alterations to the content with which students learn essential content
      • Alterations to the processes through which students learn essential content
      • Alterations to the products by which students demonstrate their master of essential content
      • Alterations to the environments in which students learn essential content
      • Instructional opportunities that given students choice and low them to express their voice

    • Effective, Scaffolded Instruction to Support RTI

 

K-3

    • Prevention is the best intervention. The fundamentals that students develop in Kindergarten though third grade lay the foundation for problem solving and critical thinking throughout their lives. Without levels of literacy and numeracy, and the behavioral attributes to regulate learning, students are ta-risk of difficulties. To ensure these solid foundations, we must:

      • Nurture a love of reading and the skills that allow students to make meaning of text, through wide levels of reading and explicit instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension
      • Blend scaffolds and structures for writing within a workshop model; provide opportunities for students to exercise choice in their writing and provide explicit supports to students as they craft increasingly complex and well-developed narrative and expository writing
      • Build students’ conceptual and procedural competencies with mathematics through concrete, pictorial, and abstract interactions with topics
      • Collaborate with clinicians to build primary teachers capacity to provide preventative supports to students in the areas of social-emotional, language, and fine-motor skills.

    • RTI in the Early Grades: Intervention Strategies for Mathematics, Literacy, Behavior & Fine-Motor Challenges

 

RTI Tiers 1 and 2

    • The antecedents and early examples of academic RTI can be most found in Benjamin Bloom’s Mastery Learning in the 1960s. Bloom recognized that despite teachers’ focused and differentiated core instruction, some students will require more time and alternative approaches to master prioritize content. In other words, Tier 1 is not enough. Bloom proved that with proactive supports, students learning could be significantly improved, through remediation that we now recognize as Tier 2 interventions

      • Teachers commonly assess at the conclusion o units of instruction
      • They then collaboratively analyze evidence of students learning.
      • Teams then collectively respond with targeted remediation for students who require more time and alternative approaches to master essential content and enriched opportunities for students for students who have demonstrated mastery

    • Benjamin Bloom’s Legacy

 

© 2016. Chris Weber Education. Design by Cleverbirds.