- Supporting students means thinking differently about misconceptions during your lesson planning.
- Develop interventions before students fail
- What if we provided the net below the tightrope instead of being right when they fall?
- Proactive support is merely matching your teaching style to students' learning styles
- We all have the belief that ALL of our students can achieve given the right conditions.
Specifying what students MUST know - what they already know = What we need to teach
- Plan in place before a student fails. The plan is communicated to students, parents, and posted.
- Plan has a red flag mechanism, something that sets the ball in motion.
- Plan has steps that are immediate results of the red flag. IF_______ THEN _______
- Plan has roles and responsibilities for both the teacher and the student.
- Take steps to clear up confusion before it begins
- We know which problems they are going to get wrong, but we let them anyway.
- When students are confused it may not be for reasons we think. Listen first.
- When you run into trouble have:
- A range of explanatory options for students
- A thorough understanding of your content
ASIDE: Discovered in the chapter:
Demystify The Process!
- We tell students to study but don't teach them how to study.
- Make the process as explicit as possible
- Clearly explain the purpose of each assignment or activity, if you can't maybe you shouldn't be doing it!
- Provide all the necessary steps in written directions
- It's not "DUMBING IT DOWN" it's ensuring success.
- It's unrealistic to think students can act like experts as soon as they are introduced to new material.
Remove Supports SLOWLY!
- Tell students it's a support and that you will remove it when they are ready
- Don't change the learning task, change the supports to get students there.
- Don't change the task, change students' role in relationship to the task.
- Identify what support is intended to do, so you know when to remove it
- Look for ways to ween students off of the support
- Allow room for struggle
Interventions are for BOTH sides of the triangle:
- Often we use programs like Response To Intervention for students struggling to meet the expectation.
- We miss the opportunity to intervene with students who already "get" our material.
- Both groups, high and low, need support and interventions to ensure success.