RESPONSE TO
INSTRUCTION
Kathy Mears
National Catholic Educational Association
kmears@ncea.org
Continuum of School-Wide Instruction
2
Tertiary Intervention (~5%)
~5%
Specialized, Intensive
Individualized
Instruction for Individual Student
Needs
~15%
Secondary Intervention (~15%)
Specialized Group
Intervention for Students with
At Risk Performance
Rapid Response
Primary Instruction
School-/Classroom-wide
Systems for All Students,
~80% or more of students are
successful with proactive,
preventive intervention/instruction
~80% of Students
Adapted from”What is School-Wide PBS?”
Response to Instruction
Assess
Identify the learning challenges
Identify possible instructional interventions
Intervene
Teach learning to learn and content specific skills
Monitor
Identify indicators to measure progress
Recognize process
Recognize a lack of progress
Celebrate progress
Pyramid of Interventions
Vary Content
Vary Environment
Vary Product
Vary Process
Reading, Math
Learning to Learn
What does it take to learn a skill/strategy and
use it with automaticity and confidence?
What does it take to learn a skill/strategy and
use it with automaticity and confidence?
• Learners need to . . .
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See/hear the skill/strategy process modeled
See exemplars (High quality and low quality)
Practice (a lot) in a low risk environment
Receive feedback
Self-assess and establish improvement goals
Recognize and celebrate incremental progress
Practice for transfer and retention
Intervene: Teach Literacy Skills
• Main Idea
• Significant Details
• Sequencing
• Compare/Contrast
• Cause and Effect
• Decoding
• Vocabulary
• Generalizations
• Problem Solving
• Interpreting Instructions
• Author’s Purpose
• Understanding Charts, Maps and Graphs
• Literary Analysis
Intervene: Teach Numeracy Skills
• Operations
• Algebraic Thinking
• Numbers and Operations in Base Ten
• Measurement
• Data
• Geometry
• Fractions
• Ratios and Proportional Relationships
• Number Systems
• Equations
• Statistics and Probability
• Algebra
Intervene: Teach How to Learn
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Memory Storage and Retrieval Techniques
Concept Development
Writing
Summarizing
Speaking
Listening
Collaborating
Note taking
Homework
Organization
Visualizing
Self Assessment and Adjustment
Goal Setting
Planning
Decision Making
Self Advocacy
Organize Content and Vocabulary
(Chunking)
Populations
Ecological
Relationships
Food Chains and Ecosystems
Webs
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• Exponential
Growth
• Boom & Bust
• Carrying
Capacity
• Extinction
• Pollution
• Commensalism
• Competition
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Species
Population
Community
Ecosystem
Biome
Biosphere
Producer
Consumer
Decomposer
Scavenger
Energy Flow
Energy
Pyramid
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Climate
Weather
Nutrients
Cycles
Graphic Organizers
Graphic Organizers - Memory
Graphic Organizer
Explicit Teaching and Guided Practice
• I do
• We do
• I Do
• We do
• I do
• You do
• Closure
• The next day…we start again
Compare and Contrast
Ask students to write some comparison and contrast sentences
of their own.
• For example, this stem calls for comparison:
__________ and __________were alike because __________.
• Federalists and Republicans were alike because both
supported the Constitution.
• A similar stem can be used to call for contrast:
• __________ and __________were different because
__________.
Federalists and Republicans were different because Hamilton
and his supporters wanted the United States to ally with Great
Britain, but Jefferson and his supporters wanted the United
States to help France.
Graphic Organizers – Compare/Contrast
SQUARE
• Summarize. . . Identify and paraphrase the most
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important points in the text.
Question. . . . Ask clarifying questions about the text to
uncover points that are unclear.
Use. . . Use the information in a meaningful way by
providing an example.
Apply. . . Use the concept in a new situation; make a
connection to a current event.
Review. . . Reflect on your new interpretation by
reviewing information from the text.
Express. . . Demonstrate your understanding in a
creative way (poster, song, media presentation).
Reading
• Read One student reads an assigned text passage aloud
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as the other two students follow along silently.
Recap The second student summarizes the passage.
Request The third student formulates questions for the
group.
The questions may be for clarification or to spark
discussion.
The teacher directs students to rotate roles as the triads
move through the text selections chosen for this strategy.
Whole-class discussion may be used to compare
summaries and to respond to general questions.
RAFT
• Role What is the writer’s role? Reporter? Observer?
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Eyewitness?
Audience Who will read or view the writer’s work?
Teacher?
Classmates? Newspaper readers?
Format What is the best way to express the writer’s
ideas?
Letter? Newspaper article? Report? Newscast? Skit?
Topic What is the subject? How can the subject be
focused or defined?
RAFT
RAFT
Teach Suffixes and Prefixes
Number Prefixes
Definitions
Examples
semi, demi, hemi
half
semicircle, demigod, hemisphere
mono
one, single
monocycle, monologue, monogamy, monarchy
bi
two
bicycle, biannual, biangular
tri
three
triangle, triplet, triangulate, triad
quad
four
quadruple, quadrant, quadruplet
quint/pent
five
quintuplet, pentagon, pentathalon
sex, hex
six
sextuplet, hexagon, hexapod
sept, hept
seven
heptarchy, heptagon, septuagenarian, septifarious
oct
eight
octagon, octave, octagenarian
nova
nine
novena
deca
ten
decade, decathlon
cent
hundred
century, centennial, centigrade
milli
thousand
millisecond, millimeter, milliliter
poly, multi
many
polygamy, polygon, multiply, multitude
dua, dup
both, two
duplicate, dualistic, duplicate, duplex
ambi
both
ambivalent, ambidextrous,
auto
self
autobiography, automobile, automation
Teach Suffixes and Prefixes
Suffix
agog, agogue
cide
ectomy
ia, y
ic, tic, ical, ac
ics
isk, iscus
ism
ist
ite
logy
oid
or, er
phobia
sis
Definitions
leader
kill (ing)
cutting
act, state
having to do with
things having to do with
small
the belief in
one who believes in
one connected with
study field of
resembling, like-shaped
one who takes part in
exaggerated fear
act, sate, condition of
Example
demagogue, synagogue
patricide, infanticide, herbicide, suicide
appendectomy
amnesia, mania, democracy, anarchy
anthropomorphic, dramatic, biblical, cardiac
optics, physics
asterisk
pacifism, terrorism, socialism, communism
pacifist, terrorist, socialist, communist
meteorite, polite, cosmopolite
biology, geology, cardiology
asteroid, spheroid
doctor, actor, teacher, driver
claustrophobia, agoraphobia, photophobia
analysis, paralysis
Provide Effective Feedback to Students
• Help students understand where they are in their learning and
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what to do next.
Balance descriptive (not labeling) negative and positive
comments anchored to goals.
Give students the feeling that they’ve got control over their own
learning.
Create a classroom environment where students see
constructive criticism as a good thing and understand that
learning can’t occur without practice.
Provide oral, written, and/or visual information about progress
and accomplishments in a timely fashion.
Encourages two-way communication where students also
provide feedback about their perceptions of progress and
strategies.
Guarantee privacy.