Chapter 3 Promoting Face-to-Face Interaction

This chapter discusses the importance of allowing students opportunities to have
face-to-face interactions. The chapter gives us a better understanding of how
to set up and implement these interactions, to ensure students deeper
understanding of curriculum.
The purpose to communication is to convey and obtain meaning. Pg. 37 Students’ face-to-face interactions give them the chance to support each other academically and personally. The interaction among groups of students can deepen those students’ understanding of themselves. Pg. 38 In a face-to-face conversation we construct
meaning not just from the content of words but also from the gestures,
movement, and expressions that our partners and group members use. Pg. 38 “If we are wired to learn by observing facial expressions and physical gestures, and them reflexively imitating those actions as a first step to language and appropriate social responses, then face-to-face interaction with students take on even greater importance.” Pg. 41
Teachers must show the students what they are expecting from the interaction and not just tell them. In order for the students to become proficient at interacting, they must be shown what those behaviors look like. An interesting point that is made
was that many teachers emphasize group norms instead of modeling how the interaction
should look like. This causes the students to not offer help to one another and the collaboration lacks fidelity. I really like the use of modeling types of
language that should be used in the face-to-face interaction. The poster shown on Pg. 43 could help teachers with questioning.
The last part of chapter 3 is three useful ways to use face-to-face interactions.
1. “Quickwrites,” which are the gateway to meaningful interaction. This
is a one to five minute to frame that allows the students to collect their
thoughts and ideas before engaging in discussion. When looking at the writing prompts, I personally use these for closure or exit slips checking for understanding, but after reading this, it makes sense to do before students discuss.
2. Partner discussions are used as the main face-to-face interaction in most classrooms. However, there is little follow-up to determine what was discussed in the conversation. While students are having discussions, this
is when teachers need to be in action to gain insight on what the students are
talking about.
3. Role playing which students simulate a process or idea and create interaction which builds conceptual and factual knowledge that would normally be difficult to understand if students were learning independently.
Three activities that could be added to the blue cards:
1. Whip-around
2. Face-to-Face interview
3. Head-to-Head Write Off (This would be perfect for what we are doing!)

Chapter 2: Using Positive Interdependence

This chapter discussed the importance of creating positive interdependence during PGW. “Positive interdependence is considered by many to be the defining quality and most important component of cooperative group work” (pg. 23). After reading this chapter I can see why interdependence is considered so important. If students feel like an important member of the group, they will be more willing to work in the group!

Each task must require students to contribute something unique to the group. Students ask themselves the following questions during PGW: Who am I? Who am I with you? Who are we together? What do we have to do? What do we need to do to accomplish our goals? If students are able to answer these questions, they will possess the self knowledge of how and when they are learning something new. The authors also remind us on pages 25 and 26 that positive interdependence can reduce threats and increase the sense of reward. We are also reminded that rewards can be intrinsic or extrinsic.

Finally this chapter gives three strategies to promote positive interdependence. The different experiences strategy requires putting students who have experienced different things into groups. They share that knowledge and learn from one another. The goal here is that students will build their knowledge through discussion with partners.

The jigsaw approach is also described. Students have two groups, an expert group and a home group. Students start in their home groups. They discuss what knowledge they will need to obtain in their expert groups. Students then go to their expert groups. In these groups, students work together to become experts on their specific topics. Finally, students go back to their home groups and share what they have learned.

Student-led reciprocal teaching consists of assigning students specific roles for PGW. The authors suggest using modeling and guided instruction about 20 times before letting students try the roles on their own. Students will then be well aware of what their specific role should look like.

My Reflection:
I think it is essential that students feel like a group would not be successful without them. If this is how students feel, they are much more likely to be actively engaged in PGW. I think the strategies described would be great to share with the staff. I know that we have done jigsaw before, but not really in this way. I like this way because there is also movement! I have not had a lot of success with assigning roles for PGW – but after reading – I see that is because I had not modeled them enough! I would really like to try student-led reciprocal teaching!

Chapter 1 - Defining Productive Group Work

"Educators since Socrates have know that knowledge is built and extended through the exchange of ideas and that students should be encouraged to question and push each other's understanding." (p. 13)

The idea of productive group work has been around for...ever. Socrates knew it was an essential tool in learning. Vygotsky determined its' importance in the development of a child's culture, saying that one must first learn from others in order to internalize ideas - what to think and how to think.

Many teachers, even those aware of principles that define PGW, struggle to support interaction in groups. I think we have witnessed this to be true - as observers and members of groups. The following are what define PGW. Important to remember is that ALL must be present!

Positive Interdependence:
Participation from every member and clear understanding of the group's interdependence is necessary for the task to be completed and accomplished. The group needs -

• Goals that require contribution from each member. (I am still not sure how this could not be done by another member without the teacher knowing.)
• Resources given to each member so that each member has something important and essential to share with the group.
• Rewards to motivate the group and each individual to participate. (We read on to find out this could be grades or points. I am still not sure how this will motivate those students who are not interested in them. Doesn't something more need to exist in the culture of the classroom?)
• Roles assigned so that each member has something to accomplish.

Ms. Czarnopys' example of a cumulative PGW assignment worked well as an example for the principles. The tie to positive interdependence came in when she asked the discussion questions of individual students after the group had a chance to review, discuss, and formulate ideas. As we learned from the Doug Fisher talk this fall, having students listen to others and have a means for recording it (Down and up, folded papers, etc.) does encourage participation from all members of the group.

Face-to-Face Interaction
It is SO true that in the past (and maybe even the present) we put students in groups, have them create a presentation "together" and then present. But when asked a question about another members "part", most students are clueless and cannot address anything except what they prepared.
In this model, group members must all interact and share, as well as ensure all others are prepared.

Individual and Group Accountability
Teacher observation has a lot to do with this aspect. However, the authors recommend assigning an individual assessment (which is a writing piece in the example) in addition to the group discussion and presentation of answers.
(I think it is essential to note here that our readings from FOCUS will be important to remember. We need to continue to narrow the focus of WHAT and HOW we teach before this idea of assessment will be beneficial or even reachable to our teachers.)

Interpersonal and Small-Group Skills
Once students gain experience working in PGs, they will need to become familiar and comfortable working together for the good of helping. All students need to realize that they will need help from others at some point, therefore they should give help when they can.

Group Processing
This principle is about self-assessment of the group. The authors believe this to be one of the most crucial steps, but one that is often overlooked or not planned for. In order for PGs to get better, they have to assess what went well and what could get better. It is not about pinpointing an individual but figuring out what should be continued or changed for next time.

Finally, it is important to remember that the teacher must provide students with tasks that challenge the group. It is okay for them to argue and question each other. With this, they are having to defend, support, infer and challenge - this all leads to better understanding and heightened awareness of opposing views.

Productive Group Work - Introduction

Contrary to what many believe, group work is not the same thing as productive group work. Furthermore, there is a stigma attached to group work and the fact that the teacher has to relinquish control in the classroom. This stigma is due to the fears associated with what could happen during group work. However, when teachers plan productive group work in their classrooms, the benefits are substantial and the possibility for the chaos associated with group work is reduced and/or eliminated. After reading the introduction to Productive Group Work, I found several key points that I think are the keys to transforming group work into productive group work.

*        Teachers must have a way to hold individual students accountable during PGW

*        Students must learn to communicate with one another over a meaningful task prior to engaging in PGW

*        Teachers must pre-establish the conditions for the collaborative learning of PGW

*        The teachers’ job is NOT to supervise by walking around the classroom

*        This is an opportunity for RTI while the majority of the class is engaged in PGW

*        Engage students in PGW that builds off what you did as a whole group, which was an extension of your modeling during an ‘I do’

*        Soon after PGW, students will be ready for independent work

*        Independent learning is the ultimate goal. PGW will help prepare students to achieve independent learning

Chapters 7 & 8

Chapter seven of the RTI2 book discusses three kinds of feedback, feed-up feed forward and feed forward.  Creating this system of feedback is essential to monitor progress each type of feedback is described below:

Feed-up is clarifying the goal.  The focus here is purpose.  Students are more likely to achieve, when they are aware of the lessons goal and when they believe that their chance for success is high.  The author goes on to establish a correlation to the persuasion, argumentation and facts that is an on-going theme throughout the book.

Feedback is responding to the work.  The best feedback provides the students with information about their progress and the best course of action to succeed.   The use of humor, questions and startling statistics will benefit the student to see their areas of strength and weaknesses.

Feeding forward is modifying instruction.  This involves greater flexibility in lesson planning and delivery.  We also need to include the use of data to drive instruction.  Without a feed forward system we risk the use of feedback creating the need for more interventions and confused expectations for students.

Checking for expectations daily is an imperative to this process.   The checks need to inform and measure.  Focusing on fostering oral language and use of questioning techniques are pivotal.  Compelling evidence exists that student talk is a great mechanism for learning. 

Common formative Assessments will allow teachers to effectively communicate and discuss student achievement.   These assessments are usually based on units of instruction and become a part of the dreaded pacing guide.  This data will spur conversations and focus the discussion.

Creating formative assessments will guide future lessons and provide data to drive any interventions that might be needed.  They will create a clear picture of the areas in which students are progressing.  The author includes a brief section on engaging in professional discussions.  In y opinion we have developed these conversations nicely in the data team process. 

State assessments are also discussed in chapter seven.  The authors argue that a consistent reliance on the feedback system will boost student performance on sate mandated tests. 

Chapter eight deals with the idea of hardwiring excellence into our expectations school wide.    Utilization of the RTI2 process n\must become accepted and institutionalized.  We need to focus on three things purpose, worthwhile work, and making a difference are all components of this pursuit of excellence. 

A common definition and understanding of quality work will assist both teacher and building leader improve conversations; either among peers or with students. 

Family involvement in RTI2 is essential.  They Are the keepers of the child’s history and can be used as experts to help school personnel to understand the learning styles and what has worked for the student in the past. 

Coaching is discussed in this chapter and many of the author’s assertions were demonstrated more than adequately last year at JB.  Unfortunately, this model is not as widespread as it was and we all look forward to the possibility of fully staffing this model. 

In short, the final chapter of this book deals with improving the professional dialogue in meetings forming a structure that is designed to pursue excellence and including all stakeholders in the RTI process. 

Joe Flaherty

RTI - Chapters 5 and 6

Hi! Don't forget to respond to Jen's entry on Chapters 3 and 4. Time flies...

Chapter 5 - Intensive Interventions for High-Risk Learners:

Mobilizing Experts and Resources

Tier 3 is about intense and further time, expertise and assessment. It is also important to make sure that the Tier 3 and the core lessons relate to each other. The chapter starts off with an example of a Tier 3 meeting that is predetermined through teacher collaboration and careful consideration of that individual student's needs and interests.

Conditions Necessary for Effective Intensive Intervention Efforts

Condition 1: High-Quality Core Program "Struggling readers struggle more because they get far less appropriate instruction every day than the achieving students do" (as quote from Allington, p. 78).

Condition 2: Access to Expert Teachers - computers, volunteers, and paraprofessionals are not experts.

Condition 3: Individual Instruction - has to be one-on-one.

For interventions to matter, these five components must be in place:

1. The teacher should play a critical role in assessment and instruction - only teachers can make those important split-second decisions that are responsive to individual students' needs.
2. The intervention should reflect a comprehensive approach to reading and writing - students need to see the whole picture in each subject as tied to and provide engagement and understanding of meaningful and real text.
3. The intervention should be engaging - students NEED to see the relevance and feel successful to be motivated and have a chance at being life-long learners.
4. Interventions should be driven by useful and relevant assessments - F&F recommend engagement in literacy tasks in a variety of contexts and for a variety of purposes.
5. Interventions should include significant opportunities for authentic reading and writing - students need many opportunities to actually read in authentic situations more than they need practicing skills and strategies related to literacy.

Planning Intensive Interventions

Consider the following questions: (these are things I am reminded of that we are already doing that could be considered for Tier 3 lessons as well)

• What is the purpose of the lesson? (TYWL)
• What are the student's background knowledge and prior experiences? (Do Now or Pretest)
• What are the targeted skills or strategies for this lesson? (TYWL or Step 4 in Data Teams)
• How will essential vocabulary be taught?
• What will students produce? (TYWL, Guided/Independent Practice or Closure)
• What future skills will the student need? (Closure, Check for Understanding, Posttest)

Is this similar to what happens when students are pulled out of classrooms now?

What will need to change for this to take place?

Does our district have the funding to provide the time, expertise, etc.?

At our level, will these interventions be done by classroom teachers, special education teachers, or others?

Chapter 6 - The Role of Assessment in RTI2:

Progress Monitoring for Student Success

There are four broad purposes for assessment:

• progress monitoring
• diagnosis
• program evaluation
• accountability

"Assessments drive the entire RTI2 system!" (p. 95). See figure 6.1 on page 96 for assessment types, purposes, and administration guidelines.

Formal assessments provide data that allows us to compare student performance to expected levels. I think of the annual assessment calender that is provided by the district each year. These tests measure knowledge of what was previously discussed and provide a snapshot of a student's progress at a certain moment in time.

Curriculum-based measurements (CBM) are the day-to-day and frequent checks for understanding that occur in the classroom that "are meant to gauge progress and determine effectiveness of instruction and intervention" (p. 98). A good instruction and intervention plan ensures that a student gets both opportunities to master and apply knowledge.

Informal assessment can include CBMs, observations, checklists, rubrics, and self-assessments. It is important for teachers to keep track of these as well. Notes and any other documentation will provide a teacher with specific information to inform their teaching, share with other teachers, and communicate with parents.

"Data collection is useful only if the next step is data analysis" (p. 102). This goes right along with data teams. Data should result in improvement in student work and teacher practice.

Can each teacher come up with one thing to universally screen and track among their classes?  Is this too much?

If we stick to non-fiction writing, what will our report show - rubric score overall?

Is there a way to track the use of CBM or checks for understanding? We always say, what gets checked gets done...

 





Chapter 3: Quality Core Instruction: A Necessary First Step

“It shouldn’t go without saying that all students need access to quality instruction. Without high-quality initial instruction, significant numbers of students will require supplemental instruction and intensive intervention that are costly and time-consuming.” p. 29

How can we ensure that all students are receiving quality instruction? I think the feedback sheets that Marianne and Joe are going to use will help.

The first part of quality instruction is establishing a purpose. We expect teachers to post and go over Today You Will Learn but I don’t think this has been implemented with fidelity. I like how today we decided that TYWL needs to be in a complete sentence and use a skill/verb and concept/noun. This will make it more clear for students and teachers. The students need to know what they are learning and why.

Teacher modeling is a critical component of releasing responsibility to the students. Teachers must provide an example of what they are thinking when they “solve problems, read, write, or complete tasks.” Modeling is NOT a “detailed explanation, nor is it a time to question students; rather, it is an opportunity to demonstrate the ways that experts think.” p. 34 Teachers need to model how they comprehend, solve unknown words, and use text structures (grammar) and features (charts, figures, etc).

The next part of quality instruction is guided instruction-the “we do” of the lesson. Guided instruction should be based on the teacher’s check for understanding. “Guided instruction provides teachers with an opportunity to engage students in thinking without explicitly telling them what to think.” p. 39

Quality core instruction involves productive group work (you do together). Students must first be taught how to work together. “Students learn more and retain information longer when they work in productive groups.” p. 40. I think group work is essential but how to we ensure that it’s being used effectively? I know some teachers used Becky and Amanda’s different colored marker idea.

Next, students must work independently (you do alone). The independent work should be a review and reinforcement of what was previously taught. It should not be based on new. This step allows students to build confidence. Homework should be based on content that students have been exposed to for at least 3 to 5 days.

Chapter 4: Supplemental Interventions: A Second-Level Defense

Remember, 75-85% of students should make sufficient progress through core instruction alone. Tier 2 is supplemental intervention and approximately 10-15 percent of students at one time or another requires supplemental instruction in addition to the core instruction. This chapter focuses on Tier 2.

One takeaway point I think we all need to keep in mind is “providing every student with the same thing a every other student isn’t fair; providing each student with what he or she needs is fair.”

I like this analogy: “Supplemental instruction is much like the medication that doctors order. The prescription comes only after a careful analysis of the symptoms and the patient’s medical history. A treatment is prescribed, and the patient’s progress is monitored. The dosage and duration of the treatment are determined in advance, but that doesn’t preclude the doctor from running further tests if the medication does not seem to work.” p. 52-53. This is where continuous checks for understanding are vital. We need to monitor the effectiveness of the intervention.

Interventions should include:
*A feedback mechanism for student and teacher to continuously foster learning gains

*Peer interaction to further scaffold student understanding

*Explicit instruction that emphasizes skill building

*Contextualized instruction that emphasizes skill application

*A process for informing parents of gains so that they can celebrate success and offer praise and encouragement (p. 53)

The interventions need to be aligned with the quality core instruction and delivered by a highly qualified teacher. When implementing interventions, students should be working in small, similarly skilled groups and given. The interventions need to be in addition to quality core instruction-not take it’s place. Page 54 offers some times that supplemental intervention could be used.

One point I found that contradicts what we have to do is the tutoring. It should be aligned with the core instruction. In the tutoring that we offer, we are doing programs that are not related to what is being taught in class. I’m not sure how this is supposed to help the students.