THE LEARNING CONNECTION
The learning connection is web portal provided by the Indiana department of education. It provides access to College & Career Ready Standards for English and Mathematics and Indiana standardsin all other content areas. To access the learning connection click here: Learning Connection
RESEARCH-BASED INSTRUCTIONAL PRACTICES
Researchers at Mid-Continent Research For Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.
1. identifying similarities and differences
2. summarizing and note taking
3. reinforcing effort and providing recognition
4. homework and practice
5. nonlinguistic representations
6. cooperative learning
7. setting objectives and providing feedback
8. generating and testing hypotheses
9. cues, questions, and advance organizers
Education researcher Robert J. Marzano suggests that we can help close the achievement gap by explicitly teaching subject-specific academic vocabulary to those students who are lacking the background knowledge to succeed in school. The Metropolitan School District of Steuben County has identified grade level specific vocabulary and uses Marzano’s Six-Step Process for instruction of these words.
DEPTH OF KNOWLEDGE LEVELS (DOK)
|Level 1 Recall
||Level 2 Skill & Concept
||Level 3 Strategic Thinking
||Level 4 Extended Thinking
|· Recall elements and details of story structure, such as sequence of events, character, plot and setting.
· Conduct basic mathematical calculations. Label locations on a map.
· Represent in words or diagrams a scientific concept or relationship.
· Perform routine procedures like measuring length or using punctuation marks correctly.
· Describe the features of a place or people.
|· Identify and summarize the major events in a narrative.
· Use context cues to identify the meaning of unfamiliar words. Solve routine multiple-step problems.
· Describe the cause/effect of a particular event. Identify patterns in events or behavior
· Formulate a routine problem given data and conditions.
· Organize, represent and interpret data.
|· Support ideas with details and examples.
· Use voice appropriate to the purpose and audience.
· Identify research questions and design investigations for a scientific problem.
· Develop a scientific model for a complex situation.
· Determine the author’s purpose and describe how it affects the interpretation of a reading selection.
· Apply a concept in other contexts.
|· Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/ solutions.
· Apply mathematical model to illuminate a problem or situation.
· Analyze and synthesize information from multiple sources.
· Describe and illustrate how common themes are found across texts from different cultures.
· Design a mathematical model to inform and solve a practical or abstract situation.
RESPONSE TO INSTRUCTION
“Response to Instruction, RtI is a framework for prevention and early intervention for ALL students to ensure that they are learning and progressing adequately when provided with high quality instruction and intervention. RtI, is an integrated, data-based decision making three tier model for Academic and Behavioral Supports. Inclusive in the integrated model is core curriculum, instruction, and learning environment; targeted and supplemental supports; as well as intense, individualized support.
Building Based Core Teams represent a comprehensive support team model that uses a trained team of school-based professionals. Their primary goal is to create and maintain student success within the general education environment by improving instructional support practices.
The Metropolitan School District of Steuben County believes that effective technology integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback with teachers, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.
Iplementations in technology include:
Chromebooks with touch screen Grades K-2
Chromebooks Grades 3-12
Google Applications and Google Classroom