(LLI) Schools
Key Findings from Observations A detailed analysis of the classroom observations is available here. The key fndings are listed below.
Observation Grounding ● In both RISE and Non-RISE classrooms, students sat at a table that facilitated closeness between instructor and learner. All of our observed teachers had dedicated resource rooms for their interventions. ● Students in all but one classroom accessed instructional materials using 1:1 RISE/Up books or excerpts and individual student journals. Student-Centered Observations ● Independent work was a clear priority amongst RISE/Up teachers. Every observed classroom had students completing their own work, clearly following the gradual release model inthe lesson. ● In the RISE/Up classrooms, the most observed actions were retelling discussions, independent reading, and fnding supportive evidence in the text. ● Students demonstrated remarkable independence during writing exercises, a testament to the clear directions and accessibility of the prompts in RISE/Up. Groups had varying writing tasks, which included responding to text in a variety of ways. One of the most impressive instances of this was a group whose independent practice required them to write a thesis statement for an introductory paragraph that included a fact from a nonfction text. ● Every instructor led some form of writing task during the observation. The writing tasks were either on whiteboards, in journals, or a combination of both. Amongst RISE/Up and LLI classrooms, there was a clear emphasis on students putting “a pencil to the page” inone form or another. ● Peer discussion was prevalent throughout the classrooms observed by LXD Research. Learners clearly felt comfortable discussing books and writing with their peers and instructors. Having strong student-to-student interactions sets a foundation for the increased expectation of discussion in the classroom as students age and also provides alternative perspectives for consideration and can be a means of allowing students to fll in knowledge gaps or misunderstandings for their peers. ● Engagement and student buy-in were strong in every classroom we visited. The consistency provided by the station system used in RISE/Up enables students to manage their expectations and prepare for the day’s independent practice by accessing previously taught skills; most teachers informed students of the station number for the day’s lesson, which helps students preempt expectations before the conclusion of the lesson.
LXD Research -RISE and RISE UP Winter 2022-Spring 2023 Report
91
Made with FlippingBook - Online catalogs