Skill Deficits

Examples of Instructional Strategies for Filling Skills Gaps:

Independent, Self-paced Strategies:

• Curriculum compacting: Students advance through material at their own pace and according to their own needs. This strategy works well if students have widely varying levels of understanding and need individualized, differentiated instruction.  Pre-assessment of skills already mastered and those not yet learned is essential because students do not all start at the same place. This strategy can be used for a unit of instruction or even whole courses.  

Example: Sarah Powley developed this English lesson series on parts of speech. The approach will work for any grammar, usage, or mechanics topic where students have varying levels of proficiency. 

Example: Amanda Cox used Module Requirements to develop a series of connected lessons, activities, and quizzes in a Canvas module that all relate to her 9th grade Science Fair project. Students complete the steps in their research independently and at their own pace.  When one task is complete and/or teacher-approved, the next one will open.  Amanda says that this process helps her work with her students on an individual basis and allows her to provide timely help to struggling students. 

• Mastery paths: A self-paced, independent learning strategy available through Canvas.

Example: 

• Instructional Videos: Teacher-prepared videos demonstrate skills that address specific gaps and are accessible on an as-needed basis. 

Example: Jo Kincanon and Jacob Gobrogge have prepared videos on singing and performance skills in Music.

• No Red Ink: An online, adaptive writing program that differentiates for students' skill levels.

Example: Cindy Aubuchon uses this program to address a variety of grammar, usage, mechanics, and style problems in English.

Small-group Strategies:

• Learning Stations (or Learning Centers) Small groups rotate through a series of related activities.

Example: Kathryn Madary and Josh Strasser addressed a math deficiency in integer skills by utilizing activities on Desmos. Multiple Desmos activities were used to meet the needs of all learners.

Example: Kelly Carpenter creates Learning Stations for the editing phase of writing in English.

• Tiered lessons: Information is presented at different levels of complexity to accommodate students with different skill levels.

Example: Tiered Exit Cards

• Reciprocal teaching: Students work together in small groups to teach information to each other. Students can be given specific roles within the group (much like Literature Circles) or they can collaborate in a less structured way. Originally, reciprocal teaching was designed as an approach to reading comprehension with all groups reading the same information; however, each group could pursue a different concept and report out to the whole class.

Example:

Teacher-led Activities:

• Bell-Ringers: Bell-Ringers are designed to last no more than 5-10 minutes at the beginning of the class and are useful for previewing or reviewing content. 

Example: Sam McClellan noticed that many students were rusty on the algebraic skills necessary for learning in physics. He opens class with a short Bell-Ringer review and practice of these fundamental skills.

• Mini-lessons: A mini-lesson is a short review or explanation (no more than 5-10 minutes) that the teacher inserts into the overall lesson. A mini-lesson can be planned or spontaneous. If planned, there are specific steps that help to cement the new knowledge.

Example: Andrew Quintero inserts grammar and mechanics mini-lessons into his longer writing units.  The topics of the mini-lessons are chosen based on the skill deficits that are demonstrated in the students' writing, and the students are immediately able to use the skill learned in the mini-lesson when they return to the writing activity. 

• Flipped classroom: In a flipped classroom, the teacher presents content through reading and instructional videos that the students watch at home; in class, the teacher is available for guided "homework" and support.

Example: Michael Coates teaches AP Chemistry and regular Chemistry by flipping his classroom Students view and review his presentations at home.  Michael structures class time to answer questions and lead students through labs. The strategy gives him an opportunity to work one-on-one with students who need help.  

• Anchor Charts; An anchor chart is a giant-sized visual, posted on a classroom wall, that captures key content and can be used by students to recall information.  Often, teachers and students create an anchor chart together.

Example: Susie Sherlow places giant-sized post-its on her walls to remind students of the fundamental skills they need for specific units in algebra.

Example: Cindy Aubuchon uses anchor charts to remind students of specific grammar and punctuation skills in English composition.

• Reteaching material

If the entire class or a substantial portion of the class is missing an entire block or unit of fundamental skills, the best option may be to back up and reteach (or teach the material for the first time). This is especially important in a course where the skills are linear-sequential and fundamental for future learning.

Where to Find Tutoring Opportunities and Help

Short term:

• Teacher (prep, after-school, in class) 

• English lab  (teacher)

• Math lab (teacher)

• NHS peer tutor (student)

• EL Study Hall (teacher)

• United Way Volunteers for ELL students (adults in the community)  (Contact Jeremy Bloyd or Kat Speer for information)

• Interventionists, paraprofessionals (teacher)

• www.askrose: Free online tutoring with college students at Rose-Hulman by phone, chat or email for math and science questions.

• www.Schoolhouse.world: Free online tutoring with peers for math or SAT prep.        

• www.khanacademy.org: Free tutorials at all grade levels in all subjects.

Long term: 

• Commercial services (e.g., Sylvan Learning)