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Lesson Intensification involves taking an original lesson plan and intensifying it by including the Elements of Explicit Instruction.\u00a0 The process involves selecting areas of a lesson that can be changed using either increased opportunities to respond, modeling (I do, you do, we do), immediate and corrective feedback and other\u00a0 lesson presentation adjustment.\u00a0 We will look at each of the areas for intensification individually.<\/p>\n
For more information on The Elements of Explicit Instruction, click here.\u00a0\u00a0<\/a><\/p>\n We will be looking at the National Institute for Intensive Interventions “Intensive Intervention Practice Categories Checklist.”\u00a0 This checklist can be found in their module “What Do I Do Now?\u00a0 Individualizing Academic Interventions when Standards Approaches Don’t Work.”<\/p>\n <\/p>\n To access the Intensive Intervention Practice Categories Checklist, click here\u00a0<\/strong><\/a><\/p>\n <\/p>\n To access the What Do I Do Now?\u00a0 Individualizing Academic Interventions when Standards Approaches Don’t Work, click here.\u00a0<\/strong><\/a><\/p>\n <\/p>\n Let’s take a look at the checklist,\u00a0and each of the categories.\u00a0<\/strong><\/p>\n <\/p>\n <\/p>\n This intervention category looks at changing the time and amount of minutes of intensive instruction a student receives.\u00a0 This is the simplest adjustment to make to instruction and has the potential to have a more immediate impact on student outcomes.\u00a0 These are the categories that can be adjusted.<\/p>\n <\/p>\n Here are some suggested approaches from NCII:<\/strong><\/p>\n <\/p>\n Example:<\/strong><\/p>\n Mrs. Higgins has begun making adjustment to her student Susan’s intensive instruction.\u00a0 Susan is currently receiving 3 session of intensive math instruction three days a week for 30 minutes.\u00a0 She decides that the first adjustment she would like to make to Susan’s instruction is the dosage and time she receives instruction weekly.\u00a0 She increases Susan’s instructional minutes to 45 minutes and increase her sessions to four times a week.<\/p>\n <\/p>\n <\/p>\n This intervention category looks at changing the learning environment to increase attention and engagement.\u00a0 This adjustment could be reducing the instructional group size, creating groups where students are on the same academic level and changing the instructional setting.\u00a0 These are the categories that can be adjusted.<\/p>\n Reducing the group size has the potential to minimize distractions and increase student to teacher interactions.\u00a0 Vaughn et al. (2012) suggest for elementary students group no larger than four and for middle school and secondary students a suggestion of 10-15 per group.<\/p>\n <\/p>\n Homogeneous groups refers to putting students on the same academic level in the same groups.\u00a0 This allows you to target and deliver instruction that will impact all the students since their skill levels are the same.\u00a0 Homogeneous groups also can impact teacher to student interactions and increase on-task engagement since students are on the same skill level and instruction is targeted to their skills.<\/p>\n <\/p>\n Changing the learning environment refers to changing the setting or the arrangement of instruction.\u00a0 Making considerations to where instruction is happening, increasing time on task and minimizing distraction could have a positive impact on student outcomes.<\/p>\n Example:<\/strong><\/p>\n Mr. Stein, a 3rd grade teacher, has followed the DBI process and is ready to implement his instructional adaptations.\u00a0 His student Corey is currently in a math group with varying skill levels and there are seven students in the group.\u00a0 They are currently working in Mr. Steins’s resource classroom.\u00a0 Mr. Stein’s resource room is a highly structured environment so he decides that no adaptations are needed for the learning environment.\u00a0 He decides that there is a need for a change in group size and student placement in groups.\u00a0 He decides, using progress monitoring data, to change the student groups so that students with the same skill level are in the same group for instruction.\u00a0 This also reduces the group size so that Corey is now in an instructional group with two other students.<\/p>\n <\/p>\n <\/p>\n This category looks at teaching students cognitive processing skills that could impact their learning.\u00a0 Cognitive processing strategies refer to mental strategies that students use during thinking and learning.\u00a0 The categories for strategies in this checklist are: memory, attribution, attention and self-regulation and self-monitoring.\u00a0 Let’s look at each of these in detail.<\/p>\n <\/p>\n Memory looks at teaching students skills ways to remember and recall information, skills and strategies they have learned.<\/p>\n Here are some suggested approaches from NCII:<\/strong><\/p>\n <\/p>\n Self-regulation and self-monitoring refer to a student being able to monitor their own learning and understanding.\u00a0 Some students may need additional instruction or strategies to help them self-regulate and self-monitor.<\/p>\n <\/p>\n Here are some suggested approaches from NCII:<\/strong><\/p>\n <\/p>\n Attribution refers to a person’t belief about the cause of academic failure.\u00a0 Student who struggle with academics may have the mindset their failure in an internal problem and cannot be changed.\u00a0 Some students also have external understanding of their success.\u00a0 Here are two examples:<\/p>\n Internal<\/strong> – “I failed this math test because I’m stupid.<\/p>\n External<\/strong> – “I did really well on this test because the teacher made the questions easy.<\/p>\n Teaching attribution involves helping student work through negative self-talk and reinforcing their progress with success.<\/p>\n <\/p>\n Here are some suggested approaches from NCII:<\/strong><\/p>\n <\/p>\n Example:<\/strong><\/p>\n Miss Stephens wants to include some cognitive strategies as part of the DBI process for her student Frank.\u00a0 Frank struggles with his working memory and self-regulation of his learning.\u00a0 Miss Stephens looks at the potential strategies from the NCII checklist.\u00a0 She wants to work on note taking skills and monitoring progress for Frank.\u00a0 She decides to start with note taking for math.\u00a0 Frank often struggles to remember the steps needed to solve multi-step calculations.\u00a0 She wants to focus on Frank taking notes to give him a visual reminder while he works on math calculation problems.\u00a0 She wants to incorporate the notes along with the self-monitoring strategy of goal setting and self-monitoring.\u00a0 She creates Frank a note taking template where he can record the steps to solve multi-step calculations.\u00a0 She also work with Frank to set a goal of problems correct on his weekly progress monitoring for calculations.\u00a0 She combines this with working with Frank on his negative self-talk.\u00a0 When Frank is frustrated, he talks about himself as being stupid.\u00a0 Miss Stephens works with Frank to create a script that he can use to work through his negative self-talk.<\/p>\n <\/p>\n This is the last category on the Intensification Checklist.\u00a0 This section of the checklist looks at modifying instruction based on explicit and systematic instruction.\u00a0 Creating more opportunities for students to respond, providing frequent feedback, using clear and concise language and prioritizing content help to increase the likelihood that a student can have positive academic outcomes.\u00a0 Let’s look at each of these in detail.<\/p>\n <\/p>\n Content refers to identifying and prioritize the content you want students to learn.\u00a0 Focusing on content that will not help students learn and generalize new skills and strategies is not a good use of content focus.<\/p>\n <\/p>\n Here are some suggested approaches from NCII:<\/strong><\/p>\n <\/p>\n Systematic and explicit instruction refers to using instructional techniques that provide students with multiple opportunities to respond and practice a new skill, providing extensive modeling (I do, you do, we do) and other techniques that increase the likelihood that a student will learn and new strategy or skill.<\/p>\n <\/p>\n Here are the suggested approaches from the NCII:<\/strong><\/p>\n <\/p>\n Using precise, simple and replicable language refers to using the same, content specific language throughout lessons.\u00a0 When students are being exposed to the same terms and language in the context of learning a new skill, they are more likely to be able to understand what is being asked of them.<\/p>\n <\/p>\n Here are some of the suggest approaches from NCII:<\/strong><\/p>\n <\/p>\n Feedback and correction refers to providing students with positive feedback on their behavior and learning as well as providing immediate correction when needed.\u00a0 A student is more likely to apply a new strategy the correct way when frequent feedback is being applied during the learning process.\u00a0 Giving positive feedback let’s students know that they are applying a new skill or strategy correctly, thus increasing the likelihood that they will continue to do the new skill correctly.<\/p>\n <\/p>\n Here are the suggested approaches from NCII:<\/strong><\/p>\n <\/p>\n Providing students with independent practice allows them to demonstrate mastery of a skill, after it has been explicitly taught and practices with guided support.\u00a0 Independent practice should not take the place of systematic and explicit instruction. If students are working on independent practice, like homework, the practice should involve skills and strategies that have been taught and not those that need to be learned.\u00a0 While students are working on independent work, frequent positive and corrective feedback should still be happening.<\/p>\n <\/p>\n Here are some suggested approaches from NCII:<\/strong><\/p>\n <\/p>\n Example:<\/strong><\/p>\n Mr. Finch is implementing the DBI process during his 1st grade reading intervention with his students Ray and Lizzie.\u00a0 The students are working on decoding CVC words and then reading them in short phrases and sentences.\u00a0 Mr. Finch wants looks at modifying the instruction during his intervention to provide the students more opportunities to respond and more opportunities for feedback.\u00a0 He want to focus on using concise language and modeling along with independent practice.\u00a0 He starts his lesson with telling students that they will be working with CVC words and by the end of the lesson they will be able to decode a word and read a CVC word.\u00a0 He focuses on words with the short vowel A in this lesson.\u00a0 He models for the students how the short vowel sound for A and has the students respond and model the short sound for A.\u00a0 He repeats this process for the consonants in the alphabet but leaves out the other vowels since A is the focus.\u00a0 He refers to the letters and the sounds as vowels an consonants and uses the same language during modeling and guided practice.\u00a0 At the end of the lesson, Ray and Lizzie each are able to decode and read a word with short A.<\/p>\n Lesson intensification refers to applying instructional changes around dosage, the learning environment, cognitive strategies and instructional approaches.\u00a0 The National Institute for Intensive Intervention has provided a checklist with suggested lesson intensification approaches.\u00a0 You can access a copy of the list here.<\/p>\n <\/p>\n![\"What](\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3220\/2019\/10\/Wrap-Up-3-650x464.png\")
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