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Core Four Deep Dive

Targeted Instruction

October 22, 2024

Personalized Learning with Jamestown CSD

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Check In:

Targeted Instruction

In the chat:

If you could name a child after a font what would it be?

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OPENING | Objectives + Overview

Session Objectives

Deepen understanding of how collecting frequent student data informs instructional decisions and grouping and allows for greater personalization.

Identify multiple sources of data to inform instructional decisions and identify and create groups based on individual needs.

Review data with students to identify strengths and growth opportunities.

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Your Education Elements Team

Nick Esposito

nick@edelements.com

Miriam Cohen

miriam@edelements.com

Jason Broussard

jason@edelements.com

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Our Approach I Phases of Work

Plan + Align	Foundations	Design	Reflect + Iterate	Reflect + Plan
	Workshop Learning Walks	7C’s Survey Core Four Deep Dives Workshop	Learning Walks Workshop Field Trip	Workshop Showcase

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Core Four Deep Dives | Our Process

SPARK	EXPAND	PRACTICE	APPLY	DEBRIEF
Inspiration to illustrate why the habit needs to change	Resource or tool to build understanding of the habit	Activity to practice the habit in a safe environment	Plan for trying the habit in the real world	Reflection on trying the habit + future iterations

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The Core Four of Personalized Learning

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SPARK

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Spark!

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Thoughts?

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EXPAND

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Targeted Instruction

At its most actualized, targeted instruction means that students can articulate what instruction they are receiving and why, and students have some choice over the instruction they recieve based on their data, passions, and preferences.

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In the chat:

What is a check for understanding?

Why do we use them?

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What is Checking for Understanding?

Quick, low stakes, low-lift opportunity for teachers to get a pulse check on how instruction is landing with students
Sets the tone that everyone’s thinking is important and necessary throughout the learning experience
Can inform instruction in the moment to make pivots based on what (groups of) students know already or where they might need more targeted support

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What is the purpose of Checking for Understanding?

Clarifying the Purpose

Responding to Student Work

Modifying Instruction

When students understand the goal of the instruction, they are more likely to focus on the learning tasks at hand.

The best feedback provides students with information about their progress and what course of action they can take to improve their understanding to meet the expected standard

Maximize flexibility in lesson design by using information to pivot and plan instruction/ intervention.

WHY

HOW

WHAT

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Essential Questions for Instructional Design

Why should students know/be able to do this?

(Content, Standards, Competencies)

How will students authentically demonstrate what they learned?

(Assessment)

How will mastery be communicated?

(Grading)

What happens if/when a student demonstrates mastery over content?

(Advance to New Content)

What happens if/when a student does not demonstrate mastery over content?

(Targeted Support)

WHY

HOW

WHAT

I am learning this because…

How will students reach mastery?

(Presentation, Activities, etc.)

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You just checked for understanding… now what?

What do I know NOW that I didn’t know before my CFU?

Where is the class as a whole with this concept/skill?
Where are individual students with this concept/skill?
What prior knowledge, skills, or experiences can I leverage to enhance engagement and personalize learning for my students?

What happens if/when a student demonstrates mastery over content?

(Advance to New Content)

What happens if/when a student does not demonstrate mastery over content?

(Targeted Support)

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Gather Information & Make Moves

Gather Information

Use Checks for understanding to gather information and clarify your understanding of the situation

Make Adjustments

Enhance or modify instruction to line up with information you received

Targeting Instruction

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How might we pivot based on what we learned?

TODAY	THIS WEEK	BEYOND this week
Address common misconceptions Tap into student prior knowledge to enhance engagement Adjust lesson pacing - speed up or slow down Quick feedback to individuals/groups Make small adjustments to rest of instruction for the day	Inform groupings, breakout rooms Create differentiated playlists or learning pathways Schedule individual/group conferencing Modify future CFUs/assessments Introduce ways for students to self-monitor (i.e. rubric, checklist)	Adjust scope and sequence Create extension + additional support opportunities Offer various paths for students to demonstrate mastery in rigorous + equitable ways Collaborate with other teachers, families, etc. to further enhance learning of skills/topics in focus

Sample Adjustments for…

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PRACTICE

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Targeted Instruction Continuum

Targeted Instruction	Teacher creates structured opportunities for students to work in small groups, meeting with students individually or in small groupsI	Teacher reviews data sources to create heterogeneous or homogeneous groups, and modifies instruction to better meet the needs of those groups for a small percentage of class time.	Teacher uses real-time data to make in-the- moment adjustments to instruction, so that students spend a larger percentage of class time having instruction tailored to their strengths, needs, or learning preferences	Students can articulate what instruction they are receiving and why, and have some choice over the instruction they receive.

TEACHER DRIVEN

STUDENT DRIVEN

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Targeted Instruction-Learning Paths

TEACHER DRIVEN

STUDENT DRIVEN

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APPLY

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TARGETED INSTRUCTION | Brainstorming ideas to try!

	Possible Recommendations:	What have you had success with or what do you recommend?
Grouping	Create routines and procedures for students to work in groups Practice routines and procedures with students Gather data from multiple sources such as benchmark assessments, unit pre-tests, digital content, anecdotes	Group based on interest and abilities Group based on reading level/language acquisition Can intentionally create mixed groups (dif abilities) Group based on pacing (at dif places within the lesson)
Using Data	Select one meaningful piece of student data to review Analyze this piece of data to identify instructional needs of students. Use student surveys to capture information on learner styles and interests to create flexible groups	Can use both exit ticket + assessment data Short form quizzes can inform group for next day ‘ Student interest surveys (and you can ge them done by AI!) Progress monitor based on student growth
Instruction	Create time to meet with students in small groups or one on one Choose a topic/lesson you want to teach or review with students in a smaller group setting Create a 10-15 minute lesson on this topic to deliver in small groups

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Closing Out

Send any questions or comments to…

Nick@edelements.com or

Miriam@edelements.com

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