beyond basics: gaining the skills for collaborative problem solving
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Beyond Basics: Gaining the Skills for Collaborative
Problem Solving
Instructional Intervention Teams Level 2 Training – Middle School
July 2014
Objectives
Participants will: Review key communication skills and other background
information all IIT problem solvers need. Learn and practice the skills needed at each stage of the
problem-solving process including use of the Student Documentation Form (SDF).
Explore resources for assessing students’ needs and developing interventions.
K-W-LTake a moment to briefly indicate:1. What do you KNOW about IIT? 2. What skills do you have related to
IIT?3. What do you WANT to get out of
this training?
Critical Competence:
Communication Skills
Unproductive Patterns of Listening (page 28 of the tan section)
1)Judgment/Criticism2)Autobiographical Listening3)Inquisitive Listening4)Solution Listening.
Key Communication Skills*Paraphrase*Perception Check*Clarify*Summarize
*Use for first 5 exchanges of Problem Identification.
A problem well stated is a problem half-solved.
- Charles Kettering
Instructional TriangleStudent
Instruction Task
Match=Success
Underlying Principles for Instructional Match
Gravois & Gickling (2005)
Comprehension93%-97% Knowns
Drill & Practice70% to 85% Knowns
Working MemoryAge Capacity3 05 007 0009 000011 0000013 00000015 0000000
IQ 120= 25X IQ 100= 35X IQ 80= 55X
Repetition
Case Review Holly Byron
Contracting▪ A shared starting point▪ Important verbal agreement▪ Previous experiences
Contracting Model
Prepare to Practice▪ Think of a real student you are concerned about
▪ As the student’s “teacher,” what instruction (subject matter included) do you provide? What tasks does the student have to do?
▪ Jot down some potential “data” that you have about the student
Practice ContractingWorking in groups of 3, each person
should have one opportunity to participate in the practice rounds
as the:Case Manager
TeacherObserver
Math Resources
Jon WrayResource Teacher,
Mathematics
Problem Identification
▪ Shared understanding▪ Narrowing focus and setting priorities
▪ Setting goals
Problem Identification
Model
Practice Problem Identification
Working in the same groups of 3, each person should have one
opportunity to participate in the practice rounds as the:
Case ManagerTeacher
Observer
Setting GoalsBaseline – where the student is currently performingGOAL – where the teacher wants the student to be
performing within a set time frame
Consider:▪ Curriculum expectations
▪ Teacher expectations▪ Typical student's rate of progress
▪ Targeted student(s)'s rate of progress▪ Limits of working memory
Methods for Setting Goals
25% Rule for Short-Term Goal1) Multiple baseline by .252) Add the number obtained in step 1 to baseline
Split the Difference for Interim Goal3) Subtract short-term goal from long-term goal4) Divide that number in half
Common sense approach after multiple factors considered
Aim LineA visual guide toward the goal.
eSDF Practice
Language Arts Resources
Melissa MackResource Teacher, Reading
More on Memory»Divide your table in half.
»Half the table reads the NYTimes article.
»Half the table reads the Marzano article.
»Share!
Strategy/ Intervention Design
▪ What will help meet specified goals?▪ What conditions are needed to
maintain an instructional match?▪ When can the strategy be embedded
in instruction?▪ What are the specifics of the
intervention?▪ Who else would benefit from the
intervention?
Practice Intervention/Strategy Design
Working in the same groups of 3, each person should have one
opportunity to participate in the practice rounds as the:
Case ManagerTeacher
Observer
Debrief
Intervention Implementation & Evaluation
▪ Implementation▪ Evaluation▪ Treatment Integrity
Closure▪ When case management is no longer needed
▪ Concluding activities
KWL
Take a moment to briefly indicate:
What did you LEARN?
Tying it Together
▪ Applying New Knowledge
▪ Questions?
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