The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students

Abstract

The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher warmth and responsiveness to students, classroom management) and instructional elements (teacher-child interactions, context, and content) are described. The authors have used the ISI system to document that children who share the same classroom have very different learning opportunities, that instruction occurs through interactions among teachers and students, and that the effect of this instruction depends on children's language and literacy skills. This means that what is effective for one child may be ineffective for another with different skills. With improving classroom observation systems, the dynamics of the complex classroom environment as it affects student learning can be better understood.

Adolescent struggling readers in urban schools: Results of a Latent Class Analysis

“…That is, if literacy instruction is not aligned with the unique profiles of ASRs, closing the academic literacy gap experienced by ASRs may be impossible. Thus, knowledge of the unique instructional needs of subgroups within the general category of ASR and the need to accurately and regularly measure their component skills may help inform instruction that addresses the specific needs of struggling readers (e.g., Connor, Morrison, Fishman, Ponitz, et al, 2007;Connor, Morrison, Fishman, Schatschneider, & Underwood, 2007;Mellard, Fall, & Mark, 2008).…”

Effective literacy teaching practices in Portugal: A study in first grade

“…As to the reading materials used in a reading lesson, they should be adapted to the objectives of the lesson, the instructional reading level of the students in the group, and the interests of the group members (Allington, 2006;Connor et al, 2009a;Foorman et al, 2006). It is important to use materials that address specific skills and the complex mappings of phonology to orthography -for instance, phonics worksheets; but it is equally important to propose activities in which written language has different purposes-reading for pleasure, for instance.…”

“…Observations were coded using a modified version of the scheme described in Connor and associates (Connor et al, 2009a(Connor et al, , 2009b(Connor et al, , 2011. Instruction activities were identified as either code-focused (5 activities) or meaning-focused (6 activities).…”

Exploring the associations between teaching behaviors and affect in upper elementary school students before and after controlling for parenting behaviors.

“…(1) Instructional behavior is used by teachers to promote concepts, critical thinking or skill development (Croninger & Valli, 2009;Pianta, LaParo, & Hamre, 2008). (2) Organizational behavior incorporates the methods established by the teacher to minimize disruptions, be efficient and smooth transitions (Connor et al, 2009;. (3) Socio-emotional behavior shows how well the teacher relates to his/her student on a personal level, and includes any behavior marked by supportiveness, warmth, or responsiveness.…”

“…(3) Socio-emotional behavior shows how well the teacher relates to his/her student on a personal level, and includes any behavior marked by supportiveness, warmth, or responsiveness. It may or may not be used during instructional time, and encourages students' feelings of acceptance in the classroom (Connor et al, 2009;Pianta et al, 2008;Study 2, Pӧssel, Rudasill, Adelson, Bjerg, Wooldridge, & Winkeljohn Black, 2013). (4) Negative teaching behaviors are those considered unpleasant or counter-productive by the student (Study 2; Pӧssel, Rudasill, Adelson et al, 2013).…”