T i e r 2 : S u p p l e m e n t a l I n t e r v e n t i o n s
83
Guided Instruction in Small Groups Guided instruction is the time when the teacher instructs and scaffolds in order to extend the cognitive reach of the learner. Consider the purpose of a scaffold at a construction site. It is temporary, and it allows the worker to do something she couldn’t do without it there. She can reach further, or lift more, because the scaffold is there (Greenfield, 1999). In the same way, teachers provide scaffolds to support and extend student learning. The purpose of guided instruction differs in Tier 1 and Tier 2. During core instruction, the purpose is to explore the extent to which students are beginning to assume cognitive responsibility, or—as one of our colleagues puts it—“to see what stuck.” For example, when Ms. McLean meets with literature circles in Tier 1, she is looking for evidence of the students’ use of previously taught literary skills. In Tier 2, direct explanation and modeling take on a more dominant role. Lessons in Tier 2 typically begin with teacherled instruction, followed by scaffolds. These lessons are designed to build background knowledge, refine procedural knowledge, and encourage metacognitive awareness. When Ms. McLean meets with a Tier 2 supplemental intervention group, she actively teaches information and then uses scaffolds to gradually release responsibility. In addition to her direct explanation and modeling, she uses questions to check for understanding, prompts to activate procedural knowledge, and cues to shift attention (Fisher & Frey, 2010). Direct Explanation and Modeling
In direct explanation, the teacher provides a clear statement about what will be taught and how it will be used. In addition, the teacher uses a think-aloud process (Davey, 1987) that alerts the student to the decision making that accompanies the strategy or skill being taught. The statement of what is to be taught is closely related to establishing purpose, a teaching behavior shown to be particularly effective with English learners (Dong, 2004/2005; Hill & Flynn, 2006). Guided instruction in Tier 2 often begins with establishing purpose and thinking aloud through modeling, as the intent in supplemental intervention is to build knowledge and raise language levels.
© 2011 Solution Tree Press. 555 North Morton Street, Bloomington, IN 47404. All rights reserved
1 and Tier 2 groups, but in different configurations. “I actually don’t do much whole-group instruction anymore, but we’re getting more done,” she says. “I’ve learned that getting up close with students increases their learning. Plus, it’s hard to go to sleep when you’re in a small group,” she notes with a smile. Without question, small-group instruction and intervention involve more than just pushing desks together. In the next section, we will describe the instructional moves that occur in small-group guided instruction and why these are so useful for students receiving supplemental supports.