Early Literacy Series 3
HOW CAN EDUCATORS IMPLEMENT RESEARCH BASED STRATEGIES IN THE CLASSROOM
Series 3, How Can Educators Implement Research Based Strategies In The Classroom, takes a closer look at the positive impact of explicit instruction and the use of benchmark data to identify needs at Tier 1. In this professional learning series, we further develop an understanding of how explicit instruction grounds the implementation of instructional components of a SWRM at Tier 1. The series consists of three modules focusing on lesson adjustments made through differentiating instruction and informed by the use of data collection and analysis.
The IL MTSS-N is a project of the Illinois State Board of Education, with funding from the State Personnel Development Grant. Due to federal funding requirements and to provide feedback for internal development, please complete the pre-post test at the bottom of this page after viewing all of the following modules.
*Audio issues may arise while viewing these modules. Please make sure to use the most up-to-date browser. If a word is cut off at the end of a slide, you may select the “Notes” tab on the right menu bar to read along.
INTRODUCTORY MODULE
Series 3, How can Educators Implement Research Based Strategies in the Classroom, provides a brief overview of the series' modules; the most effective way to use/view the modules; and how to access and use handouts.
MODULE 1: LESSON ADJUSTMENTS
When designing instruction, we meet students where they are; we go from the known to the unknown. Adjustments are made for those students needing minor to moderate support, and specialized strategies are utilized for those with more involved needs. Adjustments in this regard are both formal (accommodations and modifications) and informal (differentiation). In this module, we will explore how instructional adjustments are created and explain how efficient and effective teaching takes into account types of knowledge and phases of learning.
MODULE 2: HOW WE TEACH THROUGH DIFFERENTIATION
A key component of providing differentiated and individualized reading instruction that meets the needs of each student is to make ongoing instructional adjustments based on assessment data. There are many types of instructional adjustments that can be made along a number of dimensions. In this learning, our intent is to support your skills and ability to discriminate between approaches to lesson differentiation with more/less evidence of effectiveness.
MODULE 3: HOW STUDENTS DEMONSTRATE WHAT THEY KNOW
Teachers looking for new ways to improve their differentiated instruction practices should start with formative assessments. When teachers use formative assessment to drive differentiation, student engagement inevitably increases. In this learning module, we will explore strategies for formative assessments that allow teachers to know their students better and, therefore, to make the best decisions to challenge them appropriately and engage them in the learning.
The IL MTSS-N is a project of the Illinois State Board of Education, with funding from the State Personnel Development Grant. Due to federal funding requirements and to provide feedback for internal development, we kindly request you complete this short pre-post survey after viewing each series.
