3/12/20 2 Instructional Design Principles in Mathematics Webinar March 2, 2020 Naomi Church, FDLRS Program Specialist 1 2 WELCOME! I am an ESE Specialist. I am a Math Coach/Contact. I am an ESE Support Facilitator. Take Off I am in an elementary school. Touch Down I am in a middle school. I work with students who are struggling in Math. ➤ If it applies to I have been teaching for less than 5 years. you Take Off I have been teaching for more than 15 years. I struggled to learn Math when I was in school. Math is my favorite subject to teach! 3 4 Who do you identify with and why? Why? 5 6
3/12/20 58 % of adults cannot 71 % of adults cannot compute a 10 % tip. compute the interest paid on a loan. 7 8 78 % of adults 25 % to 35 % of students cannot struggle with mathematics knowledge and application calculate skills in general education miles per classrooms, indicating the presence of mathematics gallon on a difficulty trip. ( Mazzocco, 2007 ) 9 10 Florida SEA Profile 2018 Most students fail to meet minimal SPP Indicator 3: Participation and performance of children with disabilities on statewide assessments mathematics proficiency • Percent of students with IEPs in grades three through ten that demonstrate proficiency in math. standards by the end of • SEA Target 51 % • LEA Data 29.44 % their formal schooling. • Target NOT met ( U.S. Department of Education, 2003 ) RA 2-1 11 12
3/12/20 What is Visible Learning? What is YOUR why? 13 14 Collective Teacher Efficacy 1.57 Student expectations 1.44 Response to Intervention 1.29 Classroom Discussion 0.82 Teacher Clarity (KUD) 0.75 Feedback 0.75 Study Skills 0.63 Worked Examples 0.57 Spaced versus mass practice 0.71 Problem-solving teaching 0.61 Peer Tutoring (like QQT) 0.55 Cooperative learning 0.42 Mathematics programs 0.40 Homework 0.29 Use of Calculators 0.27 Individualized instruction 0.22 Ability grouping 0.12 Open vs. traditional spaces 0.01 Retention (hold back a year) -0.13 Mobility (shifting schools) -0.34 15 16 What is explicit instruction? “ Quality is never an accident. aka It is always the result of intensive-explicit high intention, sincere effort, intelligent instruction direction, and skillful (Jim Knight) direct instruction execution, and it represents the wise (Hattie, 2011; Roehler & Duffy, 1984) explicit, direct instruction choice of many Direct Instruction (Hollingsworth & Ybarra, 2008) alternatives.” = .59 strategic instruction Willa A. Foster (Ellis, Deshler, Lenz, Schumaker, & Clark, 1991) 17 18
3/12/20 19 20 Instructional Design: The Science Instructional Design Principles Increase the Explicitness of Instruction 21 22 Critical Content • What does the student need to Know Understand and Do? Number sense • What is the student’s is to math present level of what phonics readiness? is to reading • How can connections between new content and previously learned content be made overt? 23 24
3/12/20 Focus Skill Hierarchy Number Sense Computation Number Sense 1. Problem Solving Computation 2. Problem Solving 3. Computation Problem Number (Basic Math Solving Sense Operations) 25 26 Mediated Scaffolding 27 28 Programmatic or Responsive 29 30
3/12/20 Conspicuous Strategies 31 32 Primed Conspicuous Strategy Background Knowledge • Describe • Tell the purpose • Model and explain • Provide adequate practice • Monitor and provide feedback • Promote student self-monitoring • Require the use of the strategy 33 34 Strategic Integration Judicious Review & Practice ü Sufficiently frequent ü Distributed over time ü Cumulative ü Varied ü Based on student need 35 36
3/12/20 Think, Write CHOOSE ONE TO RESPOND TO Write 1 Teacher Delivery Method you do well and how you know you do it well. Write 1 Teacher Delivery Method you want to perfect, refine, or improve. Write something from the discussion about the Instructional Design Principles that validated your understanding and your current practice. Write 1 “AHA!” or something you want to remember about the Instructional Design Principles and one question that you still have. 37
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