Prepare teachers through modeled, role-played practice with critique until they master the scripted instructional procedures¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Both reviewed RCTs used a common implementation-support model in which the study authors trained teachers by modeling the correct instructional procedures, having teachers practice through role-playing, and critiquing their performance until mastery. In Darch and Simpson (1990), "the senior author met with each of the four study teachers twice for roughly one hour each time," and "all teachers were judged to have mastered their respective instructional strategies." In Darch et al. (2006), teachers received three 1-hour training sessions, and prior to implementation "teachers were required to demonstrate adequate performance during role-playing situations." This training model supports faithful delivery of fully-scripted Direct Instruction spelling lessons.

Design Implications¶

Context¶

Requirements¶

• Requires an expert trainer (the senior author in both studies) to model procedures, critique role-played lessons, and judge mastery before implementation

Constraints¶

• Both studies used small numbers of teachers (four and three), and the 2006 study's teachers were graduate students in a masters program in learning disabilities

Target Learners¶

• Teachers implementing scripted spelling curricula with students with learning disabilities

Target Learning Goals¶

• Faithful implementation of scripted spelling instruction procedures

Related Strategies¶

• Acting/Role Play

Examples¶

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Key Sources¶

• U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2014, January). Students with Learning Disabilities intervention report: Spelling Mastery. Retrieved from https://ies.ed.gov/ncee/wwc/InterventionReport/579