Models and Planning 1

Running head: Models and Planning

Instructional Models and Planning Richalen E. Hines and Poketha Ruffin Averett University W4 !r. Wright August "# "$%

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Instructional Models and Planning When schools &ere inundated &ith the 'olicies that (eca)e *o +hild ,eft -ehind .*+,-/# the face and foundation of education changed. We have )oved fro) a nation that focused on the funda)entals of reading# &riting# and arith)etic# to one that is no& driven (y data fro) standardi0ed test scores. 1o that one )ust add the full inclusion of s'ecial education students and )illennial technology# &hich has further aug)ented &here A)erican education is 'resently. With all of the societal and 'olitical changes that have sha'ed education# colla(orative 'lanning is a necessity for educators. Instructional )odels are tools that teachers can use to guide their 'lanning and instruction in order to )eet the learning needs of a diverse classroo) and the de)ands of *+,-. 1he ne&est catch 'hrase in education is data. Everything in education fro) lesson 'lans to after school 'rogra)s are data driven. R1I# or the Res'onse to Intervention )odel is a reflection of the need for teachers and educators alike to su''ort test scores &ith research (ased )ethods to hel' children reach state )andated goals. In the 'ast# &hen a students &as not successful on a test a teacher &ould (e faced &ith the choice of delaying the curriculu) to reteach a fe& students or )oving on for the rest and ho'ing that the student &ould catch u' later .!ufour ""4/. R1I is an i)'le)entation )odel that e)'o&ers teachers to )ake decisions a(out the data and student learning rather than having to )ake a choice to )ove ahead &ith the curriculu) or not. According to !avis . "$"/# 2the R1I )odel is (ased on three different co)'onents. 1he first is to# )atch high 3uality research (ased intervention to student4s acade)ic and (ehavioral needs. 5econdly# 'rogress )onitoring is used to asses changes in instruction or goals. 1hirdly# the students res'onse fro) the 'rogress data deter)ines &hether the student needs to (e )oved to a higher intervention tier or evaluated for s'ecial education.6 1he )odel

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calls for intense )onitoring of student 'rogress as &ell as 'lanning. Under the R1I )odel teachers are a(le to )ake constructive use of the data in their 'lanning for student learning. In order to )eet the de)anding needs that teachers are faced &ith today# there has to (e a sense of co))unity (oth inside the classroo) &ith the s'ecial education teacher and outside the classroo) &ith other co&orkers. A P,+# or Professional ,earning +o))ittee is a )odel &ith the funda)ental ideology that 2for)al education is not si)'ly to ensure that students are taught# (ut to ensure that they learn#6 as stated (y !ufour . ""4/. P,+s 'rovide su''ort for teachers and enhance the 3uality of learning for students (y allo&ing teachers to colla(orate and actively e7'lore three critical ideas. 2What do &e &ant each student to learn8 Ho& &ill &e kno& &hen each student has learned it86 ,astly# 2Ho& &ill &e res'ond &hen a student e7'eriences difficulty in learning6 .!ufour# ""4/8 With a high stakes testing and links to teacher evaluations (ased on the 'erfor)ance of students it is necessary for teachers to co)e together to look at &hat can (e done to hel' all students learn. When a P,+ co)es together it )ay consist of a s'ecial education teacher# several grade level or content teachers and interventionist or coach. 1hese individuals )eet to not only discuss data (ut# they are vigorously e)'loyed in develo'ing strategies and interventions that &ill hel' struggling students learn. According to !ufour . ""4/# &hen a P,+ is o'ti)ally functional it is 'roactive. 1eachers are not &aiting until the )iddle of the year to 'lan interventions. Interventions are not su))er school# or a re)ediation# (ut research (ased teaching )ethods are used to assist struggling learners. It is directive9 students do not choose to seek the hel' of an interventionist. 1eachers have effectively 'lanned the (est 'ractices for student success. R1Is# and P,+s are )odels that are u)(rellas for teacher 'lanning. 1eachers &ork together in colla(oration &ith colleagues fro) various content and 'ossi(ly grade levels in order

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to analy0e data and for)ali0e interventions and assess)ents for struggling students. 1eachers then 'lan lessons using research (ased instructional )odels that guide their teaching )ethods. 1he 'lanning of a lesson takes ti)e. A teacher )ust think a(out the students she is teaching# the su(:ect )atter and 'acing guide# as &ell as# ho& to differentiate the instruction to )eet the needs of all of her students. 1eachers incor'orate strategies such as gra'hic organi0ers and no;o't out 3uestioning into direct instruction. 1hey also 'lan coo'erative learning grou's &ithin the classroo) to )eet the needs of all students. 1he nation4s reading failure has caused the i)'le)entation and the funding of nu)erous reading 'rogra)s9 and has incor'orated reading strategies that are used in instructional )odels. Researcher +arolyn !enton stated that teachers )ust 'rovide differentiated instruction (ased on assess)ent results and ada't instruction to )eet students< needs. 5he also (elieved (ased on her research that teachers )ust for) s)all grou's of students &ith si)ilar needs as &ell as &hole class for)ats# and then 'lan instruction to target those needs. .!enton# +. ""=/ Research shows that teacher integration of literacy-related instructional strategies facilitates student learning across all content areas. (Connecticut, 2013) With the use of content-s'ecific infor)ation# it is through the literacy skills of reading# &riting# listening# s'eaking# vie&ing and 'resenting that students ac3uire and retain content kno&ledge and content;s'ecific a(ilities. .+onnecticut# "$%/ When 'lanning this lesson to reach the learning o(:ective# teachers can use the Integrative Model co)(ined &ith the !irect Instructional Model and the +oo'erative Model. 1he Integrative )odel can (e used (ecause it is a controlled discussion or a structured conversation that allo& teachers to focus on hel'ing student learn acade)ic infor)ation &hile 'racticing co)'le7 reasoning skills. .Estes# "$$/ 1he !irect Instructional Model 'rovides the students &ith clearly defined

Models and Planning

skills and kno&ledge of su(:ect area and the +oo'erative Model hel' students to 'rocess infor)ation (y discussing su(:ect )atter &ith 'eers rather than acting as 'assive reci'ients of infor)ation. -ecause they are &orking in s)all grou's# even reserved students tend to enter discussions and ask clarifying 3uestions. .Estes# "$$/ 5ince our nation4s curriculu) is )ore standardi0ed# teachers )ay feel the 'ressure to teach to test standards. According to the (ook Models of 1eaching . ""%/ !irect Instruction and Mastery ,earning )ethods have generally 'roved )ore likely to 'ositively i)'act scores on standardi0ed tests. 1his is (ecause !irect Instruction is highly structured# teacher;directed9 and uses )a7i)i0ation of student learning ti)e. If there is enough ti)e and 3uality instruction given to students# then nearly all students can )aster any set of o(:ectives using the Mastery ,earning )ethod. 1he $st century teacher )ust (e creative# innovative# and effective to reach the ever; increasing diverse 'o'ulation of students during their instruction. Instructional Models have (een incor'orated into the 'lanning &ithout the teacher reali0ing that their strategy had a na)e. *o& that there have (een )any (ooks and studies 'u(lished that 'rovide the na)es of the strategies used and the necessary ste's to conduct an instructional )odel# researchers and scholars (elieve that instructional )odels )ust (e incor'orated into teacher 'lanning.

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References !avis -ianco# 5. . "$"/. I)'roving 5tudent >utco)es: !ata;driven Instruction and ?idelity of I)'le)entation in a Res'onse to Intervention .R1I/ Model. 1EA+HI*@ E7ce'tional +hildren Plus# A.B/ Article $. Retrieved C$D August "$%E fro) htt':FFescholarshi'.(c.eduFeducationFtec'lusFvolAFissBFart$. !enton# +.# . ""=/ +lassroo) Reading Instruction 1hat 5u''orts 5truggling Readers: Gey +o)'onents for Effective 1eaching# Children's Learning Institute, University of Texas Health Science Center Houston, http:// !rtinet or"!org/essential/tieredinstruction/tier#/effectiveteaching

!ufour# R. . ""4/. What is a HProfessional ,earning +o))unityH. $ducational Leadership# %#.I/# A;$$. Joyce# -.# K Weil# M.# K +alhoun# E. . ""%/. &odels of teaching .=th ed./. Engle&ood +liffs# *J: Prentice;Hall. htt':FF&&&.ed'sycinteractive.orgFto'icsFinstructFinst)dls.ht)l