At the beginning of Tuesday morning’s session for grades 3-5 mathematics, participants described conditions that they would want to have in place in their “ideal” teaching community. Answers included the no “blame” game, common language approaches, vertical and horizontal teaming, time for data driven instruction and an endless supply of manipulatives.The goal of the day was to continue discussing intervention methods, specifically short-term and instant intervention within a lesson, and how these methods could help the participants’ ideal community become a reality.
Short-term intervention is based on the same cycle as the extended intervention: assess, analyze, plan and teach. After assessing, the analysis focused on different types of questioning strategies that could be utilized to determine where the error occurred, where the last place that the student seemed successful was, and what gaps might exist that could make the next objective difficult. Questioning or “break it down” techniques included providing an example, providing a context, providing a rule, providing a missing or first step, the roll back, or narrowing/eliminating false choices. Teachers need to exercise restraint during the questioning so as not to take too much time out of the lesson and lose the focus.
Strong questioning techniques come from a solid knowledge of the content, not just at grade level, but across the board. Content knowledge is obtained through text study, collaborative planning, peer coaching and professional development. Participants discussed how to plan short-term interventions, which used the same process described in Monday’s post, but on a much smaller time scale. Teachers need to decide when a short-term intervention is more appropriate for supporting a student than extended intervention. Teachers also need to determine what they need to develop in themselves so that they can quickly craft effective short-term interventions.
The session concluded with reflection on a professional reading by T.R. Wang. This one quote seemed to summarize the objective of the presentation: “…one is to study whom you are teaching, the other thing is to study the knowledge you are teaching. If you can interweave the two things together nicely, you will succeed.”