Chapter+14-Intentional+Instruction

//What Research Has to Say About Reading Instruction// Editors: S. Jay Samuels and Alan E. Farstrup Chapter 14: What the Research Says About Intentional Instruction // EDU 740: Julie Balen, Alicia Chambers, Kathryn Dusel, Ashley Patnaude //

=** Introduction **= media type="custom" key="19212540" = =

=** Framework for Intentional Instruction **= The five-part framework for intentional instruction requires teachers to: 1. Establish Purpose, 2. Model Their Thinking, 3. Guide Students' Thinking Through the Use of Questions, Prompts, and Cues, 4. Provide Students with Productive Group Tasks That are Meaningful and Allow Students to Practice Language and Consolidate Learning, and 5. Assign Independent Tasks That Require Students to Apply What They Have Learned.
 * (Ashley Patnaude) **

__**1. Establish Purpose **__ “There is a wealth of data suggesting that a clearly established purpose improves student learning. “ (as cited Fraser, Walberg, Welch, & Hattie, 1987).

There are two components of the established purpose: a. content- relates to standard, but is not a restatement of it b. language- builds students’ skills in reading, writing, speaking, and listening through the use of:
 * vocabulary
 * structure
 * function

Example of an established purpose: Content Purpose- to identify the life cycle of a frog Language Purpose- to use signal words when explaining the life cycle of the frog to someone else

__**2. Model Thinking **__

Expert modeling provides information as to why the thinking occurs.


 * Did the author mention something that made you think of this?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Does your prior knowledge lead you to this idea?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Four areas in which modeling can occur within reading:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">comprehension
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">word solving
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">text structure
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">text features

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Example of modeling in reading instruction: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">“I’m thinking about this phrase, ‘double life,’ and I’m thinking about my background knowledge. People say that cats have nine lives, so I wonder if frogs have two lives.” (p. 361)

__**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">3. Guide Students' Thinking Through Questions, Prompts, and Cues **__

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14px; text-align: center;">“…this phase of guiding students’ thinking is where teachers truly differentiate their instruction.” (p. 361)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Rather than explicitly detailing misinformation or a misunderstanding, teachers must address errors by:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">asking questions
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">using prompts
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">using cues

__**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">4. Provide Productive, Meaningful Group Tasks and Allow Students to Practice Language and Consolidate Understanding **__

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">During productive group work, students:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">use academic language
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">validate/extend their knowledge
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">consolidate their learning
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">must be held accountable for their work

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Students need to create something and interact while producing that product in order to be held accountable and make positive gains through group work.

__**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">5. Assign Independent Tasks That Require Students to Apply What They Have Learned **__

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14px; text-align: center;">“The goal of an intentional instructional framework is not increased reliance on the teacher, but rather, the release of responsibility to students.” (p. 365)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">In-class tasks allow for students and instructors to catch mistakes.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Examples of in-class independent tasks:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">wide reading[[image:journal-frog-cycle-480.jpg width="271" height="187" align="right"]]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">journal writing
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">formative assessments
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">individual projects

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14px; text-align: center;">Out of class assignments are assigned when students display strong understanding. “…Homework serves a spiral review, application, fluency-building, and extension function.” <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14px; text-align: center;">(p. 365)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Additional Resources** ASCD Lesson: Establishing Purpose and Modeling Gradual Release of Responsibility Lesson Plan Template

=** Roots of Intentional Instruction **=
 * (Julie Balen) **

**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">1. Gradual Release of Responsibility in Reading **
<span style="font-family: Arial,Helvetica,sans-serif;"> Originally presented as a model of instruction that began with explicit teaching by the teacher and that ended with independent work by the student; the model was fine-tuned for reading comprehension. "The systemic release of cognitive responsibility occurs through a series of scaffolded instructional experiences that encourage students to increasingly assume more independent use of the strategies being learned" (p. 366). The the intentional instructional framework includes "modeling during the focus lesson, as well as in the guided instruction and independent learning phases" (p. 366). Ultimately, the goal is for students to be able to identify the strategies that will enable them to be successful readers.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">2. Direct Explanation **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Direct explanation is deliberate teacher language used to turn skills instruction into strategy instruction. In other words, direct explanation intends to teach not just the ‘how’ to do something, but the ‘why’ of doing that thing. As teachers build students’ declarative knowledge (information is factual and involves knowing the concepts of a given task), procedural knowledge (information about how to apply metacognitive strategies), and conditional knowledge (an awareness of when and why one strategy may be superior to another or more appropriate to use) and explicitly teach and model the strategies, they are helping students to exert metacognitive control over the process of learning.

//I have included an excerpt from Visible Learning for Teachers by John Hattie because in his massive meta-analysis of educational practices direct instruction placed in the top 30 of 150 items. In these two pages, Hattie outlines the seven steps of direct instruction and then goes on to speak to the power of this instructional strategy.//

Hattie, J. (2012). //Visible Learning for Teachers.// Abingdon. Oxon: Routledge.



**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">3. Literacy as a Social Practice **
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">"A third influence on an intentional instruction framework is the vital provision that learning is developed through the application of skills and concepts in the company of others" (p. 367). In spite of the inherent value of doing, talking, and thinking together, this practice is not common in many classrooms. However, within the intentional instruction framework, opportunities for discussion-based learning happens <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;"> "during guided instruction and productive group work phases of instruction" (p. 367). = =

=** Guided Instruction in Focus **=
 * (Julie Balen) **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Guided instruction has been viewed as an essential vehicle for providing scaffolded instruction" (p. 367). Consider the first two types of scaffolds: questions and prompts.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">1. **__Questions to Check for Understanding__**
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Initial questions of the guided instruction is an important strategy for teachers to use to help them determine where their students are at. Here are the types of questions that teachers can use to check for understanding: media type="youtube" key="5uKqs3D0Z0M" height="315" width="420" align="center"
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Elicitation questions focus on factual knowledge
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Elaboration question follow elicitation questions by asking for more information
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Clarification questions also follow initial questions and are used to draw out a reason or justification
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Divergent question challenge students to synthesize two or more knowledge bases
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Inventive questions require students to speculate and offer opinions
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Heuristic questions invite students to use informal problem-solving skills

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">2. **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">__Cognitive and Metacognitive Prompts__ **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">a) Background knowledge prompts:

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">activate students prior learning;
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">help students complete a newer skill or task.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">b) Process or procedural prompts:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">remind students about how they will complete a task such as lining up a math problem, making a prediction about a book, or following the procedures set up by the teacher for partner talk.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">c) Heuristic prompts:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">encourage students to use critical thinking skills to resolve a problem;
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">encourage knowing by trying;
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">inform students that there is more than one way to solve a problem, and thus, encourages students "to make conscious choices about which techniques work best in different circumstances" (p. 372).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">d) Reflective prompts: > []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ask students to think about their thinking.
 * Connecting Practice and Research: Metacognition Guide

=** Cues to Shift Attention **= Just as verbal and nonverbal cues are used in everyday communication, when used effectively cueing can be a powerful instructional tool in the classroom. Cues signal students to focus in on main ideas and important concepts. As the text states, “The purpose of cues is to shift the learner’s attention by directing them to notice”(Samuels & Farstrup, 2010). As teachers we already instinctively use cueing as part of our instruction, however, planning how and when you will use cues to shift learner focus scaffolds learning and increases effectiveness.
 * (Alicia Chambers) **

There are a variety of cues teachers can employ during classroom instruction. Below are the primary types presented in the chapter and a few links to resources with additional information and examples.

// __Examples:__ Highlighting text, circling words, models, graphics // // __Examples:__ Changes in tone/volume, pauses, emphasis, rate of speech // // __Examples__: Pointing, signing, modeling // // __Examples:__ Guided practice, physical movement // // __Examples:__ rearranging models/components, repositioning/separating information // //__Examples__: Word walls, essential questions, learning goals, language/informational charts//
 * **Visual Cues:** Provide students with visual signals to shift attention/focus
 * **Verbal Cues:** Provide students with auditory signals that information is important
 * **Gestural Cues:** Provide students with nonverbal cues and information about characteristics and proximity
 * **Physical Cues:** Provide students with signals through physical contact
 * **Positional Cues:** Provide students with signals through spatial movement
 * **Environmental Cues:** Provide students with referential cues within the classroom environment

media type="youtube" key="r_MxxmyJF-M" height="315" width="420" align="center"

[|Instructional Cues] [|Non Verbal Cues: Learn How To Use Them Effectively In Teacher Student Communication] [|Keys to success for English language learners]
 * // Below are a more few resources discussing instructional verbal and non-verbal cues: //**

=** Direct Explanation & Modeling **= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Direct explanation and modeling is an effective process that provides students with direct instruction and clear learning targets & expectations. There are four essential steps in the guiding process that gradually releases students to independently demonstrating understanding.
 * (Alicia Chambers) **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Identify the learning target: Present the skill, concept, procedure, or process that will be demonstrated
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Explain the purpose: Outline how will it be used and applied
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Model Decision Making: Walk students through the process through teacher 'think aloud' practice
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Plan & Monitor Progress: Clarify the plan for how the students will demonstrate understanding and provide consistent guidance and feedback on student progress.


 * // Here are a few resources discussing direct explanation and modeling strategies: //**
 * // [|resources discussing instructional verbal and non-verbal cues:] //**
 * //[|Reading for Meaning: Fostering Comprehension in the Middle Grades]//**

= = Farstrup, A. F. & Samuels, S. J. (Eds). (2011). //What// // Research Has to Say About Reading Instruction // (4 th Ed). International Reading Association.