Modifying Instruction

This competency is the outlier in the nine Instructional competencies, so you might want to read this carefully.  The main difference from this and the other competencies is that a teacher’s score on this competency is dependent on the score from a previous one.  The actual wording:

In order to be scored Effective at this competency, a teacher must have at least scored a 3 [Effective] on Competency 2.4.—In order to modify instruction as needed, one must first know how to check for understanding. 

I stated in previous emails that you would see reoccurring and overlapping indicators.  Differentiation is definitely one of these.  Look through this chart:

Effective (3)	Improvement Necessary (2)	Ineffective (1)
Teacher makes adjustments to instruction based on checks for understanding that lead to increased understanding for most students	Teacher may attempt to make adjustments to instruction based on checks for understanding, but these attempts may be misguided and may not increase understanding for students.	Teacher rarely or never attempts to adjust instruction based on checks for understanding, and any attempts at doing so frequently fail to increase the understanding for students.
Teacher responds to misunderstanding with effective scaffolding techniques.	Teacher may primarily respond to misunderstandings by using teacher-driven scaffolding techniques (for example, re-explaining a concept), when student-driven techniques could have been more effective.	Teacher only responds to misunderstandings by using teacher-driven scaffolding techniques.
Teacher doesn’t give up, but continues to try to address misunderstandings with different techniques if the first try is not successful.	Teacher may persist in using a particular technique for responding to a misunderstanding, even when it is not succeeding.	Teacher repeatedly uses the same technique to respond to misunderstandings, even when it is not succeeding.

Highly Effective (4) adds this: For Level 4, much of the Level 3 evidence is observed during the year, as well as some of the following:

·         Teacher anticipates student misunderstandings and preemptively addresses them.

·         Teacher is able to modify instruction to respond to misunderstandings without taking away from the flow of the lesson or losing engagement.

The notes on the rubric also give some guidance as to how this might look: A teacher can respond to misunderstandings using “scaffolding” techniques such as: activating background knowledge, asking leading questions, breaking the task into small parts, using mnemonic devices or analogies, using manipulatives or hands-on modes, using “think alouds,” providing visual cues, etc.

This competency is all about monitoring student learning and providing interventions in a variety of ways for students who have not mastered the content.  In the classroom, it might sound like this:

·         Adjustments to Instruction: “Yesterday at the end of class I had all of you complete this problem.  It looks like we still have some misunderstanding when it comes to….”

·         Differentiation: “I’m going to work with this group on….The other groups should….”

·         Scaffolding: “You are close, but not quite there yet, Joe.  Keep going.  Remember what Carla said about….”

·         Modeling/Think Aloud: “Let me talk you through my thinking when I see something like this.  Listen to what goes on in my head…”

·         Anticipating Difficulties: “Be careful right here.  It is where most students have problems.”

·         Modeling/Differentiation: I showed you how I came to the answer.  Who has a different way of getting to the same place?”

·         Visual Clues/Different Learning Modality: “Is it possible to literally draw a conclusion?  What could you picture to make connections to….”

·         Adjust Instruction/Scaffolding: “Everybody seems stuck. Turn to a partner and see if you can….We will share results in one minute.  Go.”

·         Breaking into Parts: Let’s break this down and see if that helps get us where we want to go.  What is the first step?”

·         Alternative Explanations: “Let me try a different way of explaining that.”

·         Student-Driven Instruction: “Here is my key question….Take two minutes to write an answer.  We will share your responses soon, so be ready.”

·         Scaffolding: “Rachel, she is stuck.  What helpful advice could you give her right now?”

·         Visual Clues: “Look at this picture on the wall.  It might help you arrive at a better answer.”

·         Persistence: “Think about it a bit Carly.  I’ll come back to you in a few minutes to see what you’re thinking.”

For this Indicator, the key is to constantly check for understanding and then to provide the support and scaffolding for those who haven’t reached mastery.  It’s not easy, but it is at the heart of good teaching.

Have a great week, HSE.

Phil