How can I teach the same concept in a different way?
How many times have you said to yourself "I have taught that concept, the student(s) just don't get it!" We all know kids learn in different ways and at different rates; that is one reason we must reteach during intervention. But... we can't simply hand students a worksheet and say "do this over" - where is the reteaching in that? And... we can't show the students the same thing again (they've already been down that road...). So... what we need to do is teach the concept in a different way! This can be challenging at times, because you probably pulled out your best when you taught it the first time - so how can you teach it differently? This takes careful planning, discussing, and researching! Go to your colleagues first - if they were successful, how did they present the material: hands-on activity, task, exploration, chunking, scaffolded learning sheet, etc... The next step is to have resources available that would provide other ideas to teach the concept. Once you have gathered some new strategies to re-teach the material - create your plans for some mini lessons to teach during your 30 minute intervention time. These sessions must be intentional - gone are the days (actually we shouldn't have ever had these days... but we all know differently...) that we can pull something out of the hat moments before you work with the students.
What would an intentional teacher led intervention center look like?
Explicit Instruction
Explicit instruction means overtly teaching the steps or processes needed
to understand a construct, apply a strategy, and/or complete a task. Explicit
instruction includes teacher presentation of new material, teacher modeling, and
step-by-step instruction to demonstrate what is expected so that students can
accomplish a learning task.
Systematic Instruction
Break down the skills into smaller, manageable "chunks" - this is crucial that you present with a concrete-pictoral approach (they have to build their conceptual understanding before we move to the abstract.) The use of scaffolding could prove extremely beneficial at this stage.
The highest outcome for students is when teachers provide explicit and systematic approaches together!
Student feedback and discourse
Students need frequent opportunities to practice and "talk math" with teacher feedback! They need immediate formative assessment throughout the lesson. These practices can increase engagement during instruction and allows teachers to remedy errors before they become "habits".
Here is an example lesson involving measurement. This lesson compares a less systematic vs more systematic approach to instruction.
Effective centers are planned with purpose to be engaging and relevant. We must be proactive in providing explicit (reteaching) instruction when students begin to struggle. Through the use of progress monitoring, students can be identified early to prevent learning difficulties.
See the list of resources available to help plan for reteaching here.
How many times have you said to yourself "I have taught that concept, the student(s) just don't get it!" We all know kids learn in different ways and at different rates; that is one reason we must reteach during intervention. But... we can't simply hand students a worksheet and say "do this over" - where is the reteaching in that? And... we can't show the students the same thing again (they've already been down that road...). So... what we need to do is teach the concept in a different way! This can be challenging at times, because you probably pulled out your best when you taught it the first time - so how can you teach it differently? This takes careful planning, discussing, and researching! Go to your colleagues first - if they were successful, how did they present the material: hands-on activity, task, exploration, chunking, scaffolded learning sheet, etc... The next step is to have resources available that would provide other ideas to teach the concept. Once you have gathered some new strategies to re-teach the material - create your plans for some mini lessons to teach during your 30 minute intervention time. These sessions must be intentional - gone are the days (actually we shouldn't have ever had these days... but we all know differently...) that we can pull something out of the hat moments before you work with the students.
What would an intentional teacher led intervention center look like?
Explicit Instruction
Explicit instruction means overtly teaching the steps or processes needed
to understand a construct, apply a strategy, and/or complete a task. Explicit
instruction includes teacher presentation of new material, teacher modeling, and
step-by-step instruction to demonstrate what is expected so that students can
accomplish a learning task.
Systematic Instruction
Break down the skills into smaller, manageable "chunks" - this is crucial that you present with a concrete-pictoral approach (they have to build their conceptual understanding before we move to the abstract.) The use of scaffolding could prove extremely beneficial at this stage.
The highest outcome for students is when teachers provide explicit and systematic approaches together!
Student feedback and discourse
Students need frequent opportunities to practice and "talk math" with teacher feedback! They need immediate formative assessment throughout the lesson. These practices can increase engagement during instruction and allows teachers to remedy errors before they become "habits".
Here is an example lesson involving measurement. This lesson compares a less systematic vs more systematic approach to instruction.
Effective centers are planned with purpose to be engaging and relevant. We must be proactive in providing explicit (reteaching) instruction when students begin to struggle. Through the use of progress monitoring, students can be identified early to prevent learning difficulties.
See the list of resources available to help plan for reteaching here.