Proactive Instruction: A New, AI-Enabled Model for Reaching All Learners

Outline

I. Interactive Activity (10 minutes)
The sessions will begin with a quick "Detect, Practice, Repair" (DPR) quiz, in which attendees' will simulates common student misconceptions by answering fun questions about outer space; this will set the stage for ther tailored feedback they will receive. After the quiz, I’ll guide attendees to scan one of three QR codes that will provide individualized feedback based on their results (i.e., participants will scan the QR code that correlates to the items they struggled the most with). Once they've reviewed their personalized instructions, we’ll have a brief discussion on how this feedback clarified misconceptions, highlighting the power of a proactive, tailored approach.

II. Introduction & Session Overview (5 minutes)
I’ll introduce myself and connect the activity we just did to the Proactive Instruction Model (PIM). I’ll give a quick overview of what they can expect to learn and how we’ll be building on the themes from the opening exercise.

III. Setting the Context: Challenges of Traditional Models (10 minutes)
Next, I’ll talk about the limitations of traditional models, where support often comes too late for struggling students. I’ll share a short video to illustrate the real-world impacts of delayed intervention.

IV. Introducing the Proactive Instruction Model (10 minutes)
I’ll introduce the core elements of the Proactive Instruction Model: Predict, Identify, and Match. Using a visual diagram, I’ll compare this model to traditional approaches and walk through a practical example of how PIM helps a fictional classroom. As I go through the example, I'll ask attendees to reflect on where they see the biggest opportunities for this in their own schools or classrooms, and we’ll share those ideas in real-time.

V. Implementation Strategies & Scalable Solutions (15 minutes)
Here, I’ll provide specific strategies to help attendees integrate PIM using AI tools and data commonly found in student information systems and curriculum diagnostics. I’ll share a Padlet with links to AI prompts that I used to generate common misconceptions and recommended interventions for my own school district (covering every standard and every grade!).

VI. Closing Reflections and Questions (10 minutes)
I’ll wrap up by summarizing the key takeaways and reinforcing why proactive instruction is crucial for reaching all learners. I’ll leave with a 5-minute Q&A, and link to the slides and all resources.

Supporting research

Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1), 20-27.,

Poncy, B. C., Fontenelle, S. F., & Skinner, C. H. (2013). Using detect, practice, and repair (DPR) to differentiate and individualize math fact instruction in a class-wide setting. Journal of Behavioral Education, 22, 211-228.

Agarwal, P. K. (2019). Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning?. Journal of educational psychology, 111(2), 189.

Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued Progress: Promising Evidence on Personalized Learning. Rand Corporation.