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The Structured Classroom
Series
Instructional PracticesMini-Session
Getting to Know You
OCPS Team
Expectations for this mini-session…
Respectful Listening
Be
Engaged!
Cell phones
silent/vibrate
Note-Talking
Learning Goals—Instructional PracticesThe learner will …
define & determine differences between key terms: curriculum, instructional practices, instructional materials.
define, identify and provide examples of effective instructional practices for students with intensive academic and/or behavioral needs.
implement effective instructional practices matched to student need.
Sponsored by FDLRS Action Resource Center
Structured Classroom Series:Instructional PracticesHow well you teach
= How well they learn.
Speaking the Same Language
Curriculum
Instructional Practices
Instructional Materials
Next Generation Access Points The “WHAT” you are teaching
Research or evidence-based methodologies or strategies proven to be effective with students working towards NGAA
The “HOW” you teach
Programs/manipulatives purchased by your school and/or district for use in your classroom
Board the Brainstorm Bus!
•Reading/Language Arts•Mathematics•Science\Social Studies•Social skills•Daily Living skills
Wonderings about Instruction…
Not all instruction can or should be done 1:1.Do you agree with this statement? Why or why not?
How can we increase learner engagement in (small and larger group) instructional settings?
Instructional Delivery Methods that Increase Student Engagement
Provide Pre-correction•Setting up environment and expectations to ensure active and accurate responses.Elicit Responses
•Choral Reading (picture reading) •Choral Responding•Partner Interaction
Engage the 3R’s
•Repetition
•Rehearsal
•Review
Explicit Instruction is Engaging! Frequent responses are elicited.
Response cards, choral/partner responding.
Student performance is carefully monitored.
“Walk around. Look around. Talk around.”
Immediate, affirmative and corrective feedback is provided.
Delivered with appropriate tone and is specific.
Effective Instructional PracticesJigsaw Activity
1.Prompting (Blue)2.Reinforcement
(Purple)3.Discrete Trial
(Yellow)4.Errorless Teaching
(pink)5.Incidental Teaching
(green)
Instructional Practices:Your Turn
Group will be divided into 5 teams. Each new group will read and review
assigned fact sheet. Expert groups disband and rejoin
original team. Each member reports out about their practice: What is it? How is it used? Advantages/Disadvantages
Levels of Prompting
Full Physical Partial Physical Modeling Gesture Direct Verbal Indirect Verbal Environmental Independent
Prompt Hierarchy:Decreasing
“most to least”
Effective when students are initially learning a new concept.
Should always develop a fading sequence before training begins.
Start with a prompt that will ensure correct response.
Establish a criteria for when you will move from one level of prompt to the next.
MostSupport
Least Support
Prompt Hierarchy:Increasing
“least to most”
Student attempts the task before you intervene with assistance.
The prompt increases until the student makes the correct response.
Effective if student has mastered a skill and you are focusing on maintenance or generalization.
Should establish a sequence of prompts before training begins.
MostSupport
Least Support
Rate of ReinforcementContinuous
Behavior reinforced every time it occurs
1:1 ratio
Typically a quick rate of learning; making a strong connection between behavior and response
Used in initial stages of learning and switched to partial reinforcement
Discrete Trial Teaching(DTT)
Discrete Trial Instruction Cycle
Teacher gives an initial instruction/command
A prompt/cue is given to assist student in correct response (if needed)
Student gives response
Teacher gives appropriate consequence based upon student’s response
A slight pause (3-5 seconds) is given between trials
CARD, Florida. Atlantic University
Discrete Trial TeachingPros/Cons
ADVANTAGES
Teacher controlled Data collection is easy
to take and assess Allows for mass trials
and practice opportunities
Good for: following directions, rote knowledge, matching, sorting, imitation
DISADVANTAGES
Costly (requires 1:1 ratio)
Can cause prompt dependency
Can be challenging to generalize to other settings
Not good for: spontaneous speech, play or social skills
Errorless Teaching
Errorless Teaching Instructional Cycle
Teacher gives an initial instruction/command
Teacher gives an immediate prompt to prevent any chance for incorrect responses.
Teacher gives praise/reinforcer to student
To promote independence the immediate prompts, or amount of help provided, are systematically decreased, or faded, to allow children the opportunity to provide correct responses on their own.
CARD, Florida. Atlantic University
Errorless Teaching
ADVANTAGES
Can avoid student frustration with incorrect responses
Can avoid the chance a chain of errors from incorrect responding
Teacher controlled Data collection is easy to
take and assess Good for: following
directions, rote knowledge, matching, sorting, imitation
DISADVANTAGES
Can cause prompt dependency
Costly (requires 1:1 ratio)
Not good for: spontaneous speech, play or social skills
Incidental Teaching
Incidental teaching provides structured learning opportunities in the natural environment by using the child’s interests and natural motivation.
Once the teacher identifies a naturally occurring situation that a child is expressing interest in, strategies are then used to encourage the child’s responses.
Incidental teaching strategies are designed to
promote motivation and facilitate generalization.
CARD, Florida. Atlantic University
Incidental Teaching
ADVANTAGES
Natural, activity based Encourages spontaneous
skills Student initiated Does not require formal
training for the teacher Encourages generalization
of skills to a variety of settings and people
Good for: spontaneous speech, play skills and social skills, inclusion settings
DISADVANTAGES
Cannot control number of trials
Data collection is more challenging to take and analyze
Teacher must be very observant to “catch” learning opportunities
Not good for: rote knowledge, learning new skills, students who do not initiate interactions
Fact or Myth When and how you reinforce a behavior can greatly
impact the rate and strength of the response.
Reinforcers are synonymous with bribes.
Prompting is any additional assistance presented immediately before or after instruction to promote a desired response.
Prompting should always be scaffolded from “most” to “least” intrusive.
Discrete trial teaching involves breaking skills down into smaller components and teaching those smaller sub-skills individually.
Fact or Myth Discrete trial teaching can be challenging to
generalize to other settings.
Errorless teaching is an instructional strategy that always ensures children always respond correctly.
Errorless teaching is good for speech, play or social skills.
Incidental teaching provides structured learning opportunities in the natural environment by using the child’s inters and natural motivation..
Post Organize/Implementation
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