dr. nancy maynes [email protected] dr. jeff scott [email protected] nipissing university...
TRANSCRIPT
Dr. Nancy [email protected]
Dr. Jeff [email protected]
Nipissing University Faculty of EducationNorth Bay, OntarioCSSE Ottawa 2009
“A Practical Framework to Maximize the Role of Modeling in Direct Instruction”A writing partnership with three schools in
the Nipissing-Parry Sound Catholic School Board
Four classrooms - three were Grade 5 / 6 combined
grades - one was a combined Grade 3 / 4
Teacher InvolvementAll teachers were volunteers interested in the
concept of writing improvement using complex planning frameworks.
Teachers and their principals attended a session with us to explain our research plan before they committed to involvement.
Healthy Skepticism• All teachers and their principals expressed a
healthy but obvious skepticism about what we claimed that we could achieve with students’ writing.
• The gap between what we knew we could achieve and what each teacher felt was going to be possible with their class became the eventual focus of our interest!
Data• Pre-post test design• Three samples of writing from each student
were analyzed; many writing samples were completed for formative purposes.
• Three writing samples exemplified students’ ability to write in these formats:
- definitions - comparative essays - argumentative essays
Criteria Cinderella Snow White GoldilocksHow they got their names
Cinder = Ash Ella is her real
name Cleaning ash
Skin is as white as snow
Real name is AmeliaHair is curly
and GoldenSetting Castle
Home Garden
Dwarf Cottage BearsCottage in the
woodsCharacter Cinderella
Prince Mice Godmother Stepmother Stepsisters
Snow WhiteDocSneezySleepyBashfulDopeyGrumpyPrinceMirrorWicked
Stepmother
GoldilocksPapa BearMama BearBaby Bear
Theme Rags to Riches JealousyFriendship
Curiosity
Fairy Tales – Sample WritingThis essay is about fairy tales. I’m going to
talk about only three though, “Cinderella”, “Snow White”, and “Goldilocks and the Three Bears.” I will compare the stories by how they got their names, the setting, the characters, and their themes. I hope you like it.
Every story has a name, and people give the story that name for a reason. The story “Cinderella” got this name because it is about a girl named Ella who always had to clean up ashes in a fireplace, so everyone started to call her Cinderella because Cinder means ash. As for Snow White, she was called this because her skin was as white as snow…….
Fairy Tales – Sample Writing (Con’t)Characters are definitely something that
you need in a story! In Cinderella there are her little mice friends, her UGLY stepsisters, her EVIL stepmother, and … The Prince, ‘oh he is so dreamy!’ In “Snow White” there’s a Doc, Sleepy,… and Dopey. Of course, there is the wicked Queen, the Huntsman and her Prince, how dreamy!
ClothingCriteria Summer
ClothingFall Clothing
Winter Clothing
Spring Clothing
Footwear •Sandals•Tennis shoes
•Shoes •Boots •Rubber boots
Ways to change your body temperature
•Swimming•Skirts•Shorts
•Coat•Wind breaker•Sweater
•Hats and mittens•Scarf
•Light coat•Short sleeved tops
Sun Protection
•Shaded areas•Sun screen
•Cap style hat
•Hats and mittens•Scarf
•Hat•Beach umbrella
Leg wear •Shorts•Skirt •Track pants
•Long pants •Snow pants•Long johns
•Slush pants•Capri pants
ClothingClothing is what you wear for
protection in all four seasons. Every season requires different clothing and this is what I am going to write about. The topics I will write about are footwear, ways to change your body temperature, ways to protect yourself from the sun, and leg wear which are different for all four seasons.
In the different seasons, there are different styles of footwear. In summer you can wear sandals because when it is hot out, you can keep your feet cool.
Clothing – Closing Thoughts
Clothing is important to you in all four seasons. Not only can clothing protect you from the sun and the cold, they can also express the person you are!
What we learned…Our data showed a significant improvement
in writing related to 56 qualities of the writing we identified.
Analysis was done by a trained research assistant.
We were astonished by the teachers’ astonishment!!!
So…We started to examine what we were doing
differently than what the teachers seemed to be expecting us to do in order to achieve these results.
Based on our analysis, we developed both a visual and verbal model to explain our approach to instruction for this writing project.
The Visual Model
But, we believe how we modeled was also important to achieving our results…
• We started to identify all of the components we felt were critical to good modeling and described how we had ensured strong modeling in this project.
• The concept of cavitational modeling was developed. We use the acronym CLEAR to categorize the many characteristics of cavitational modeling.
CAVITATIONAL MODELING (C.L.E.A.R.)
C = Concrete and Visible
L = Learning Goals or Expectations
E = Expectations are tied to visual representations
A = Action
R = Review
CAVITATIONAL MODELING INCLUDES…
C = Concrete and Visible• Students can see (visual learning style) and
hear (auditory learning style) what the teacher is demonstrating.
• The teacher attempts to include many learning styles in the modeling to make the learning easily accessible to students.
L = Learning Goals or ExpectationsInstruction is standards based.Learning expectations are clear.Goals for learning represent noticeable
extensions of previous learning (up to 3 years beyond usual grade level goals).
High expectations for student achievement are consistent; achievement is challenging and noticeable to students.
E = Expectations are tied to visual representations.
Organization of ideas precedes tasks.
Graphics and frameworks are used when and where appropriate.
A = Action• New learning is connected to prior learning.• Pace of the modeling is brisk.• Modeling is accomplished with energy.• Modeling is achieved through a variety of
learning styles.• Students’ interest is created through the style
and pace of the modeling (use of humor, exaggeration, active student involvement); this creates excitement and interest (cavitation).
A = Action (Cont’d) Modeling uses precise technical language to
create metacognitive links.Modeling is literacy connected; language
skills are developed in context.Modeling style creates an immediate need to
know; students are aware of upcoming tasks they will apply the skill to.
A = Action (Cont’d) Modeling includes cyclical advancements in
the focal skill; skill advancements are reviewed regularly.
Modeling includes compacted incidental teaching.
Learning is chunked so that new learning is accessed by students every 3 to 5 minutes.
R = Review• Lessons provide plenty of practice time to use
new skills.• Lessons progress through the phases of
instruction to match students’ progress (students move ahead when they are ready to move ahead, not on a pre-set schedule).
• Practice moves from closely scaffolded practice (consolidation) to independent practice (application) as students are ready to take on more independence.
• Progress is constantly being assessed as students work (not after each product is complete).
