Instructional Delivery (Intensive Intervention in Mathematics: Module 4)

Instructional Delivery (Intensive Intervention in Mathematics: Module 4)

Module Overview

Modules 1, 2, and 3 set-up the instructional platform (Module 3) and assessment practices (Module 2) necessary for intensive intervention. Module 4 focuses on the delivery of the instructional platform. We rely on evidence-based strategies to inform how teachers should deliver the instructional platform. In this module, educators will learn about:

  • How to use modeling and practice within explicit instruction
  • Different types of mathematical representations to enhance the instructional platform
  • Why it is necessary to use formal mathematics language

This module is divided into three parts, with an introduction and closing. A 508 compliant version of the full PowerPoint presentation across all parts of the module is available below.

Complete Slide Deck (508 compliant)

Workbook (508 compliant)

For questions related to course content, please contact ncii@air.org

Introduction

This video introduces Module 4 and provides an overview of the module content and related activities.

 

 

Related Videos

Video Question: Mr. Flores asks about explicit instruction.
(Associated with PowerPoint Slide 2 and 90)

 

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Part 1: How do you use explicit instruction within intensive intervention?

Part 1 reviews explicit instruction. Teachers learn modeling begins with a statement of the goal and importance of learning a skill in mathematics. We explain modeling as a step-by-step overview of mathematics skills with meaningful examples and non-examples. Teachers also learn about the use of guided and independent practice. We emphasize the need for high- and low-level questions, frequent responses, adequate feedback, and maintaining a brisk pace during both modeling and practice.

 

 

Worksheets & Activities

Activity 1 - Identify Components of Modeling in an Intervention

Activity 2 - Using Examples and Non-Examples for Modeling and Practice

Activity 3 - Identify Additional Components of Modeling

Activity 4 - Identify Supporting Practices in an Intervention

Discussion Board – Feedback on Explicit Instruction

 

Related Videos

Video Example: A tutor states the goal of a multiplication lesson to a student.
(Associated with PowerPoint Slide 21)

Video Example: A tutor uses modeling to help a student solve an addition word problem.
(Associated with PowerPoint Slide 23)

Video Example: A tutor shows a student how to add fractions with a step-by-step checklist.
(Associated with PowerPoint Slide 24 and 26)

Video Example: Illustrating guided practice, a tutor and student use algebra tiles to solve an equation.
(Associated with PowerPoint Slide 34)

Video Example: Illustrating independent practice, a tutor asks a student to solve an equation with algebra tiles.
(Associated with PowerPoint Slide 36)

Video Example: A tutor models how to solve a word problem about change.
(Associated with Activity 1)

Video Example: A tutor works with a student to solve a word problem about change.
(Associated with Activity 3 and 4)

 

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Part 2: How should multiple representations be used within intensive intervention?

Part 2 highlights the use of multiple representations to enhance the delivery of the instructional platform. Teachers learn the importance of using concrete (i.e., manipulatives) tools and pictorial representations to help students understand the numbers and symbols (i.e., abstract) of mathematics.

 

Worksheets & Activities

Activity 5 - Identify Concrete Materials for Intensive Intervention

Activity 6 - Identify 10 Virtual Representations for Intensive Intervention

Activity 7 - Determine CRA Needs for a Student

Discussion Board – Describe Pros and Cons of Manipulatives and Representations

 

Related Videos

Video Example: A tutor uses concrete manipulatives to solve a subtraction problem with a student.
(Associated with PowerPoint Slide 56)

Video Example: A tutor works with a student to use pictorial representations to solve an addition problem.
(Associated with PowerPoint Slide 59)

Video Example: A tutor works with a student to focus on the numbers and symbols of math (i.e., abstract).
(Associated with PowerPoint Slide 62)

Video Example: A student adds 6 + 8 (Associated with Activity 7)

 

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Part 3: How do you attend to language within intensive intervention?

Part 3 describes the importance of using formal mathematics language in intensive intervention. Teachers review precision with mathematics language and work through examples in which formal language could replace informal language.

 

Worksheets & Activities

Activity 8 - “Instead of …, say…!” Chart

Activity 9 - Precise and Concise Language

Discussion Board – Share Three “Instead of …., say…!” Ideas

 

Related Videos

Video Example: A tutor asks a student to use concrete manipulatives to show different quadrilaterals.
(Associated with PowerPoint Slide 84)

 

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Closing: What are the next steps?

The closing video reviews the content covered in the module and concludes with a classroom application activity.

 

Worksheets & Activities

Classroom Application: Using the Explicit Instruction Graphic Organizer

Related Videos

Video Question: Mr. Flores asks about explicit instruction.
(Associated with PowerPoint Slide 2 and 90)

 

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Coaching Materials and Facilitation Guide

"Coaching/Facilitator Guide" helps facilitate implementation, reflection, and feedback. It is intended for use by external (i.e., SEA or LEA staff, faculty, project-based coaches) or internal (i.e., school-based instructional coaches) coaches working directly with in-service educators who are learning and practicing the course content. Additionally, materials within the coaching/facilitator guide can be adapted by faculty as they prepare pre-service educators. The goal for coaching/facilitation is to ensure that educators are practicing the content they are learning and receiving feedback to improve their instruction. Included in this guide are: (a) sample communication emails, (b) a master checklist, (c) a discussion guide with important talking points, and (d) a fidelity form that can be completed by a coach/facilitator when observing classroom instruction.

Coaching/Facilitator Guide

 

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