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					INSTRUCTIONAL SUPPORT
        TEAM

 A collaborative, problem solving
   model being introduced at Mt.
    Vernon Community School



               Virginia Doherty, IST facilitator
                        March 8, 2004
                      Staff Presentation
              Influences on learning

                     Student




                  Match=Success

Instruction                            Task
    Something to think about:

 When teachers talk about students, the talk is generally
                       negative.

When teachers talk about instruction, the talk is generally
                        positive.
    Five Key Assessment Questions
•   What does the student know?
•   What can the student do?
•   How does the student think?
•   What does the student do when unsure?
•   Now, what do I do as the teacher?
                     An exercise

 A second grader was asked to alphabetize these four words:
             Dog          3
             Cat          4
             Apple        2
             Ball         1
                                                     Student


1. What does the student know?
2. What can the student do?
3. How does the student think?               Instruction   Task
4. How does the student approach unknowns?
5. Now, what do I do as the teacher?
My student can’t read. I don’t know what to do!!


           What does the teacher mean?

            Decode?    Respond?

                   Read fluently?

                Understand the words?
        Reading domains

             Language/prior knowledge




Word recognition                   Responding



                      ?

       Word study         Reading fluency
                    The blimblat

Once when I was a yoder, my tomly and I were
mayly in line to buy motts for the blimblat. Finally,
there was only one plam between us and the mott
counter. The plam made a big impression on me.
There were eight utzs all probably under the age of
12. You could tell tures did not have a lot of willen.
Their pard were not yanker,but tures were clean.
The utzs were well behaved, all of them mayle in
line, two-by-two behind their potent holding zibits.
Tures were excitedly temering about the plum,
fonts, and other yoks utres would see that noster.
        Reading domains

             Language/prior knowledge




Word recognition                   Responding



                      ?

       Word study         Reading fluency
                       The circus
Once when I was a teenager, my father and I were
standing in line to buy motts for the circus. Finally,
there was only one plam between us and the mott
counter. This plam made a big impression on me.
There were eight utzs, all probably under the age of
12. You could tell they did not have a lot of willen.
Their clothes were not expensive, but they were
clean. The utzs were well behaved, all of them
standing in line, two-by-two behind their parents
holding hands. They were excitedly jabbering about
the clowns, fonts, and other acts they would see that
night.
                Something to think about:
                            ?
       How do your students approach unknowns?

   Do you have a system for shy students or language
      learners to ask clarifying questions without
           drawing attention to themselves?

 Do you model how you want an exercise done?
Are your directions and expectations clear to all?
                                                     Student




                                            Instruction        Task
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                                                                                                                                                                              a re n e e d e d t s e e t i s p i tu re .




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                                                                                                                                    m
                                                                                                                            QuickT i e™ and a
                                                                                                                            GI F decompressor
            Quic kTi me™ a nd a                                                         Quic kTi me™ a nd a
                                                                                                                     are needed to see this picture.                                                                             m
                                                                                                                                                                                                                          QuickT i e™ and a
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        Old Model




                                                                                                                                                                                                                              Student

                      Teacher                                                                  Specialist




        New Model
        IST PROCESS so far
• We are practicing ‘contracting’
• We are practicing instructional assessment

• If you would like to help us practice either
  one of these parts of the process, please let
  us know.
 IST: A school-based group of professionals
  who work together to help each other find
solutions to instructional challenges through
  precise, classroom-based assessment and
       collaborative problem solving.
                          Student




            Instruction             Task

				
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