Dee Berlinghoff, Ph.D. Mount Saint Mary College [email protected] Sections Adapted from: Dr....
158
Dee Berlinghoff, Ph.D. Mount Saint Mary College [email protected]Sections Adapted from: Dr. Charles Hughes SPLED 412 The Pennsylvania State University AND A Regional Conversation about Specially Designed Instruction and Visioning the Continuum Specially Designed Instruction: Professional Development for RSE-TASC Network Explicit Instruction: An Overview
Dee Berlinghoff, Ph.D. Mount Saint Mary College [email protected] Sections Adapted from: Dr. Charles Hughes SPLED 412 The Pennsylvania State University
Dee Berlinghoff, Ph.D. Mount Saint Mary College
[email protected] Sections Adapted from: Dr. Charles Hughes
SPLED 412 The Pennsylvania State University AND A Regional
Conversation about Specially Designed Instruction and Visioning the
Continuum Specially Designed Instruction: Professional Development
for RSE-TASC Network Explicit Instruction: An Overview
Slide 2
Continuum of Services for Students with Disabilities (SWD) The
continuum has changed over time DCT is the first service delivered
in General Ed Used as a way to give students access to the general
curriculum As the continuum evolves practice to evolve with
it.
Slide 3
Review of Background Knowledge Tell a partner what you think
each of these means: specially designed instruction explicit
instruction corrective feedback Be ready to share your answer on
your whiteboard
Slide 4
Specially Designed Instruction NYS Regulation: Section
200.1(vv) Adapting, as appropriate to the needs of an eligible
student, the content, methodology, or delivery of instruction to
address the unique needs that result from the students disability;
and to ensure access of the student to the general curriculum, so
that he or she can meet the education standards that apply to all
students. Adapting, as appropriate to the needs of an eligible
student, the content, methodology, or delivery of instruction to
address the unique needs that result from the students disability;
and to ensure access of the student to the general curriculum, so
that he or she can meet the education standards that apply to all
students. What are the CRITICAL terms? 4
Slide 5
Lets Review: Specially Designed Instruction Operational
Definitions : Adapting: making changes matched to student need or
condition Content: knowledge and skills that comprise curriculum to
be mastered instruction Methodology: actions by the teacher
intended to produce or facilitate learning which includes the art
and science of instruction (ex: teaching strategies including
pacing, promoting active student engagement, positive classroom
management best practice and explicitly taught although not
necessarily specially designed instruction) Delivery of
instruction: teaching that results in access to, participation in,
and progress in the curriculum for students with disabilities (ex:
explicit instruction of learning strategies, task analysis,
pre-teaching essential vocabulary, re-teaching specific skills or
concepts, etc.) 5
Slide 6
Lets Remember: Special education teachers are not content
specialists: Special education teachers deliver instruction on
skills and strategies that allow students to access the general
curriculum and participation in the LRE. Remember: Special
education is a service, not a place; effective instruction must
occur no matter where the student receives his/her education.
6
Slide 7
Special Education Teachers Should Deliver: Specially designed
instruction can encompass different combinations of a variety of
provisions for students with disabilities in order to meet their
individual needs: Accommodations Modifications Specialized
equipment Adaptive technology 7 Strategy Instruction explicitly
planned and delivered Instruction based on student need Task
Analysis Scaffolding Corrective Feedback Development of
metacognitive strategies for independent learning and
performance
Slide 8
What does SDI look like? For students with disabilities, SDI
will always be explicit instruction. What does effective explicit
instruction look like?
Slide 9
(c) Frey & Fisher, 2008 In some classrooms TEACHER
RESPONSIBILITY STUDENT RESPONSIBILITY Independent You do it
alone
Slide 10
(c) Frey & Fisher, 2008 In some classrooms TEACHER
RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson I do it
Independent You do it alone
Slide 11
(c) Frey & Fisher, 2008 TEACHER RESPONSIBILITY STUDENT
RESPONSIBILITY Focus Lesson Guided Instruction I do it We do it
Independent You do it alone A Structure for Instruction that
Works
Slide 12
(c) Frey & Fisher, 2008 TEACHER RESPONSIBILITY STUDENT
RESPONSIBILITY Focus Lesson Guided Instruction I do it We do it You
do it together Collaborative Independent You do it alone A
Structure for Instruction that Works
Slide 13
13 16 Elements of Explicit Instruction (Archer & Hughes,
Chapter 1) 1. Focus on critical content. Teach only what is
critical, not everything 2. Sequence skills
logically/hierarchically. Put easier skills before harder skills Do
a task analysis 3. Break down complex skills and strategies.
Smaller parts are easier to learn Once the smaller parts are
learned, put them together into a whole 4.Design focused and
organized lessons.
Slide 14
14 16 Elements of Explicit Instruction 5. Begin lessons with
clear goals and expectations. Tell students what they are going to
learn and why. 6. Review prior skills and knowledge before teaching
new content. Verify that students know what they need to know in
order to learn what you will be teaching. 7. Provide step-by-step
demonstrations. Model what you are teaching using think
alouds.
Slide 15
15 16 Elements of Explicit Instruction 8. Use clear and concise
language. Use words that are in the students receptive vocabulary.
9. Provide an adequate range of examples and non-examples. Show
students when and when not to use a skill or how/how not a concept
or rule is used. 10. Provide guided and supported practice. YOU
need to guide initial practice so students are successful. As
students demonstrate success, you can increase task difficulty.
11.Require frequent responses. Need a high level of teacher-student
interactions through questioning.
Slide 16
16 16 Elements of Explicit Instruction 12. Monitor student
performance closely. Pay careful attention to student responses so
you can verify mastery or make adjustments in instruction. 13.
Provide immediate corrective feedback. Feedback needs to be
delivered immediately after a response. Immediate feedback ensures
higher rates of success. 14. Deliver the lesson at a brisk pace.
Slower pace = less learning. 15. Help students organize knowledge.
Provide structure for knowledge-this relates back to #4. 16.
Provide distributed practice (across time) Frequent practice =
success
Slide 17
Why use Explicit Instruction The research over the past 40+
years says its the only method that consistently works for students
with disabilities.
Slide 18
Research Findings Explicit instruction (ES = 1.68) Mnemonic
strategies (ES = 1.47) Learning Strategies (ES = 1.11) Study Aids
(ES = 0.94) Spatial or Graphic Organizers (ES = 0.93) 18
Slide 19
Response to Concerns about EI Students need to discover for
themselves. Explicit guidance is needed for novice learners; if
students do not have adequate background knowledge, they cant
discover. Most recent research indicates that students with
disabilities can be taught using guided inquiry. 19
Slide 20
Response to Concerns about EI Explicit Instruction is teacher-
centered; students need to be in control of the learning.
Well-delivered explicit instruction involves many interactions
between teachers and students; it is NOT lecture. Constructivism
has no research base, particularly for students with disabilities.
20
Slide 21
21 Remember: Teaching method used should be based on student
need (for instructional support and guidance) rather than on
personal philosophies of how students should learn. EI provides
guidance/support/scaffolds that allow many students to learn skills
and strategies that they cannot learn from less guided instruction
(e.g., discovery, incidental).
Slide 22
Lets Practice Handout: Effective Methods for Teaching Students
with Disabilities With a partner: Read each scenario Decide if the
teacher is using methods shown by research to be effective for SWD
Next to each box, write the numbers from the 16 elements that are
illustrated in that scenario.
Slide 23
So What Does this Mean? How does SDI fit into EI?
Slide 24
Explicit instruction Definition: a research-based method for
delivering of how instruction is delivered: Specially Designed
Instruction - subset of explicit instruction Sets a learning
objective Follows an instructional sequence Results in independent
student mastery
Slide 25
Required Components for Specially Designed Instruction: All SWD
Must be Explicitly Instructed in this way: Required Components for
Specially Designed Instruction: All SWD Must be Explicitly
Instructed in this way: Set the stage: activate background
knowledge Discuss it: introduce the strategy and describe the steps
Model it: show how to do it Support it: collaborative practice
(large group) Support it: guided practice (small group) Support it:
independent practice to promote generalization with continual
feedback 11
Slide 26
26 T ELLING IS NOT THE SAME AS TEACHING AND BEING TOLD IS NOT
THE SAME AS BEING TAUGHT E XPLICIT I NSTRUCTION V IDEO ANITA ARCHER
PRIMARY HTTP :// EXPLICITINSTRUCTION. ORG /? PAGE _ ID =92
Slide 27
So, Where Do SDI and EI fit into the Continuum of Services?
Lets review the Part 200.6 regulations and the continuum of
services.
Slide 28
Commissioners Regulations: Part 200.6 (1) Students with
disabilities shall be provided special education in the least
restrictive environment, as defined in section 200.1(cc) of this
Part. To enable students with disabilities to be educated with
nondisabled students to the maximum extent appropriate, specially
designed instruction and supplementary services may be provided in
the regular class, including, as appropriate, providing related
services, resource room programs and special class programs within
the general education classroom.
Slide 29
The Challenge Providing quality instruction with positive
outcomes in the LRE. Teachers are accountable for student
performance. Students need to meet expectations of the Common
Core.
Slide 30
Based on our discussions of SDI, explicit instruction, and the
Continuum of Services: What should a special education teacher be
doing across the Continuum? Carousel Activity
Slide 31
Carousel ~ Directions Posters are around the room with ICT, CT,
RR and SC on them. You will: Count off by fours to identify the
groups you will travel in. 1s start at Integrated Co-Teaching 2s
start at Consultant Teacher 3s start at Resource Room 4s start at
Special Class We will rotate clockwise when prompted by the phrase
rotate
Slide 32
Your task At each station: 1.) As a classroom teacher, identify
the behaviors/activities you should be doing with students with
disabilities. 2.) If you have not seen these behaviors in
classrooms where you have observed, identify what isnt working/what
are the barriers to success?
Slide 33
The IEP: Centerpiece for Planning MUST use the IEP as the basis
for planning: Identify students unique cognitive needs that affect
his/her learning-leads to identification of learning targets
Identify pre-requisites (memory, generalization, executive
functioning) Identify gaps in student skill levels (ex: self-
regulation, processing, meta-cognition, rate of learning,
generalization of knowledge and skills learned)
Slide 34
Identify Learning Targets When planning SDI, no delivery can
occur unless learning targets are identified first. Instruction
cant begin unless a specific target is set. The Common Core can be
a guide and that is how we identify gaps.
Slide 35
Types of Learning Targets We have to know what we are going to
teach before we start teaching. It is important to specifically
pinpoint what is to be taught.
Slide 36
Types of Learning Targets Adapted from: Mastropieri, M.A.,
& Scruggs, T.E. (2002). Effective Instruction for Special
Education (3 rd Ed.). Austin, TX: Pro-Ed.
Slide 37
Target Type #1: Discrimination Learning Learning that one
stimulus is different from another stimulus or set of stimuli. (p.
32) In the early stages of learning, it is important to pay
attention to discrimination learning. Discrimination plays a role
in other types of learning that follow.
Slide 38
Target Type #1: Discrimination Learning Examples: fork vs.
spoon p vs. q (as written letters) /k/ vs. /s/ (as sounds) bread
vs. broad vs. breed (as written words) mitosis vs. meiosis whether
a 3 means 30 vs. 300 vs. 3000 in a specific number
Slide 39
Target Type #1: Discrimination Learning Use concrete examples
and nonexamples; Use a full range of examples and nonexamples;
Should focus on critical attribute(s) Go from gross distractors to
fine distractors Example: Teaching target: Discriminating b Match
to sample: b 5 4 b 2 b c b 0 e b t h f b b b d h p b d p b q
Slide 40
Target Type #2: Factual Learning Items of information to be
remembered; may be single items, paired associates, or lists.
Efficient factual learning is critical to school success. (p.34)
Memorizing information is a critical first step to learning, it is
not the final step.
Slide 41
Target Type #2: Factual Learning Examples: vocabulary words and
their definitions famous people and what theyre known for dates of
historical events addition facts sight words days of the week
Slide 42
Target Type #2: Teaching Facts Use examples only. Focus on
knowing the fact by heart. Examples: 3 x 5 = 15. 3 x 5 is always
15; I know it by heart. 3 x 5 = 15. the. t-h-e.the. Sometimes the T
is capital and sometimes the t is lower case, but t-h-e is always
spelled the. The capital of New York is Albany.
Slide 43
Target Type #3: Teaching Rules A rule describes the
relationship between a general principle or set of conditions and
specific outcomes or behaviors. (Archer & Hughes, p. 92).
Rules: Start with an observable verb OR If or When
Slide 44
Target Type #3:Teaching Rules Archer & Hughes, p. 92:
Science: When heat is added, solids, liquids, and gases all expand.
Social studies: If the quantity produced increases, then usually
the price is reduced. Math: If the last digit is even, then the
number is divisible by 2. Reading (decoding): When the letter c is
followed by e, I, or y, the letter c has the sound (phoneme)
/s/.
Slide 45
Target Type #3Teaching Rules Archer & Hughes, p. 92:
Writing (spelling): When a noun ends in ch, s, sh, x, or z, and you
want to make it plural, add es. Writing (punctuation): If a
sentence asks a question, then the end punctuation is a question
mark. Writing (grammar): If the subject is singular, then the verb
must be singular. If the subject is plural, then the verb must be
plural.
Slide 46
Target Type #3:Teaching Rules Use examples and nonexamples.
When the rule applies When the rule does not apply. Should focus on
critical attribute(s).
Slide 47
Target Type #3:Teaching Rules Example: When there are three or
more words in a series, then separate the words with a comma.
Critical attributes: Words in a series Three or more YES: Cameron,
Cece, and Carmello ran for the bus. NO: The bus was late because of
the snow, and sleet.
Slide 48
Target Type #4: Conceptual Learning Abstract ideas of things or
groups of things; most concepts have specific examples of the ideas
they belong to. Conceptual learning has occurred when a student can
provide a correct response to a novel instance of the concept. (p.
36) Concepts sometimes have to be taught using features of
discrimination learning.
Slide 49
Target Type #4: Conceptual Learning Examples: triangle freedom
red ocean addition place value (in math)
Slide 50
Target Type #4: Teaching Concepts Use concrete examples and
nonexamples; Use a full range of examples and nonexamples; Should
focus on critical attribute(s)
Slide 51
Target Type #4: Teaching Concepts Example: Perpendicular lines:
Two lines that intersect to form a right angle. Critical features:
Two lines Intersect Form a right angle
Slide 52
Target Type #4: Teaching Concepts Perpendicular lines: Two
lines that intersect to form a right angle. These lines are
perpendicular. There are 2 lines that intersect and form a right
angle. These lines are perpendicular. There are 2 lines that
intersect and form a right angle. These lines are not
perpendicular. The lines do intersect but they do not form a right
angle. These lines are not perpendicular. The lines do not
intersect.
Slide 53
Target Type #5: Procedural Learning: Skills Step-based
procedures needed to complete specific tasks that, once mastered,
require very limited or no conscious thought; skills become
automatic and fluent. Determine the steps in the procedure. Be sure
the steps are in sequential order. These are steps that should be
automatic once the student learns the task.
Slide 54
Target Type #5: Procedural Learning: Skills Examples: adding
multiple-digit numbers with and without regrouping writing your
name drawing a line of a specific length brushing your teeth making
change for a $12.83 purchase given $20.00
Slide 55
Target Type #5: Procedural Skills Opening a locker 1. Spin the
dial at least three times to the right (clockwise), all the way
around. This "clears" the lock of any previous numbers. 2. Turn the
dial to the right and stop at your first number. 3. Turn the dial
to the left, going past zero and your first number. Then go to your
second number. 4. Turn the dial to the right and go directly to the
last number. 5. Pull the lock open and out of the hole, or pull the
latch or handle, if there is one. Otherwise, tug on the knob to
open the locker. Retrieved 1/22/11:
http://www.wikihow.com/Open-Your-Lockerhttp://www.wikihow.com/Open-Your-Locker
Slide 56
Target Type #6: Procedural Learning: Strategies Step-based
procedures needed to complete specific tasks that, once mastered,
still require you to pay conscious attention and to do a lot of
thinking. Determine the steps in the procedure. Be sure the steps
are in sequential order.
Slide 57
Target Type #6: Procedural Learning: Strategies Examples:
understanding something ones reading using mnemonics to remember
something writing a paragraph doing a math word problem conducting
an experiment
Slide 58
Target Type #6: Learning Strategies SCROL Notetaking Strategy
1. Survey the material to be read. Look at the section headings. 2.
Connect the ideas. Write keywords to show how sections are
connected. 3. Read the material. Read information under each
heading. Pay attention to words in bold or italics.
Slide 59
Target Type #6: Learning Strategies SCROL Notetaking Strategy
4. Outline the notes. Write down main ideas and supporting details.
At least two details under each main idea. 5. Look back. Make sure
your outline has all of the information. Add missing
information.
Slide 60
Target Type #7: Problem Solving and Thinking Skills Finding a
solution to a problem when no specific strategy is known; using
critical thinking to derive novel ideas or concepts. Refers more to
constructing proofs in geometry (Pythagorean theorem) than to
strategy-based mathematical problem solving. Solving a magic square
problem All sides add to 15 (next slide).
Slide 61
Target Type #7: Problem Solving and Thinking Skills
Slide 62
Can also be used for less formal tasks, such as finding the
simplest solution to: 375 + 375 + 375 + 375 + 375 5 Above from
Mastropieri & Scruggs, p. 37.
Slide 63
Lets Practice learning to fix a breakfast of toast, cold
cereal, and orange juice learning that red, blue, and yellow are
primary colors learning what the word osmosis means
Slide 64
Lets Practice Handout
Slide 65
Identifying Prerequisites Once we identify learning targets, we
have to be sure students have the prerequisite skills to accomplish
those targets.
Slide 66
66 Planning for Instruction: Verifying Prerequisites From: Dr.
Charles Hughes SPLED 412 notes Know what they are! New
SkillPrerequisite Skill Paraphrasing a mainIdentify a main idea
Idea 2-digit + w/ regroup.2-digit w/out regroup.
Slide 67
67 Verifying Prerequisites Verifying Prerequisites is NOT:
1.Reteaching (unless necessary) 2.Asking do you remember how?
3.Asking a few students to perform the skill Verifying
Prerequisites IS: Making sure ALL students can perform the
skill.
Slide 68
Using Types of Learning to Determine Prerequisites and Decide
What to Teach Goal: The student will write compare- contrast
essays. Identify tool skills for compare contrast essays: Knowing
definitions of compare & contrast Identifying the difference
between different types of essays Comparing and contrasting
different items/ideas Writing sentences, paragraphs, essays
Completing a graphic organizer
Slide 69
Using Types of Learning to Decide What to Teach Goal: The
student will write compare- contrast essays. Identify students
strengths and weaknesses, then at what level to teach:
discrimination given a variety of essays (e.g., descriptive,
sequential, cause and effect, and compare and contrast), picking
out which are compare and contrast essays
Slide 70
Using Types of Learning to Decide What to Teach fact
remembering the following: Compare means saying how things are the
same. Contrast means saying how things are different. You can
compare and contrast any two things. rule writing essays that apply
the following rules: If you are to compare OR contrast, write 3
paragraphs one introductory, one detail, and one concluding. If you
are to compare AND contrast, write 4 paragraphs one introductory,
one for similarities, one for differences, and one concluding.
Slide 71
Using Types of Learning to Decide What to Teach concept
comparing and contrasting more and more seemingly unrelated pairs
until they can compare any two things assigned for this purpose. An
example of this type of progression would be comparing whales and
dolphins whales and elephants whales and snakes whales and
tangerines
Slide 72
Using Types of Learning to Decide What to Teach skill copying
into a daily planner a homework assignment to write a compare and
contrast essay on topic X for the following Tuesday strategy
completing a Venn diagram on an assigned topic (e.g., the Sahara
desert and the Australian outback) and then writing a draft of a
compare and contrast essay
Slide 73
Lets Practice Calculating area of a circle discrimination fact
rule concept skill strategy
Slide 74
What to look for in Observations: Students with disabilities
have access to the curriculum: Students with disabilities are
working on content aligned with the content of the work of their
grade level peers.
Slide 75
What to look for: Introduction of Lesson Introduction of a
Lesson Teacher explicitly references content of previous lesson.
Lets review. activating prior knowledge active involvement of
students takes less than 5 minutes (2-3 ideal)
Slide 76
What to look for: Introduction of Lesson Introduction of Lesson
Video: Review of Multisyllabic Words-6 th grade Pay attention to
the rapid pace; all review is previously known information. How
long did it take: discuss with table partner? This is how review
should generally be-quick- time needs to be spent teaching the new
material, not reviewing the old material.
Slide 77
Identifying Prerequisites You are working in a classroom where
the teacher is teaching students to write paragraphs, but the
students arent learning how to write paragraphs. You have been able
to get the teacher to recognize that the students need to develop
skills that come writing a paragraph. With your table partner,
identify at least 3 prerequisites for writing a paragraph.
Slide 78
Introduction of Lesson The objective of the lesson is written
on the board and referenced by teacher. Teacher provides purpose
for content being taught, including what and why. Teacher provides
purpose for strategies being taught, including what, why, how and
when.
Slide 79
Introduction of Lesson The teacher checks that students with
disabilities understand objective accurately. Students with
disabilities demonstrate understanding of directions by accurately
restating directions and/or completing directions as given by
teacher.
Slide 80
What to Look for: Active Teaching Active Teaching Teacher uses
verbal explanation and visual prompts to explain content or
strategy.
Slide 81
What to Look for: Active Teaching Active Teaching If teaching a
strategy/skill, teacher models the strategy in sequential steps. If
teaching a concept/rule/fact/discrimination, teacher models using
examples and nonexamples.
Slide 82
Examples/Non Examples: Concepts/Vocabulary Use concrete
examples and nonexamples Use a full range Nonexamples focus on
critical attributes Nonexamples: Keep noncritical attributes
consistent
Slide 83
Teaching GREEN ExamplesNonExamples 2 green square 2 blue square
4 green circle 4 purple circle 1 green triangle1 red triangle
Slide 84
Designing Examples and Non-examples. Step 1: Examine the
definition and determine the critical attributes or parts of the
definition. Glossary Entry foreshadowing. Foreshadowing is the
authors use of clues to hint at what might happen later in the
story. Writers use foreshadowing to build their readers
expectations and to create suspense. Critical Attributes
foreshadowing Authors procedure Use of clues Hints at what might
happen later in the story 84
Slide 85
Designing Examples and Non-examples. Your Turn
Glossary/Dictionary Entry Obtuse angle: An angle that measures
greater than 90 degrees and less than 180 degrees. Critical
Attributes Perpendicular lines: 85
Slide 86
Designing Examples and Non-examples. Step 2. Design examples in
which all attributes are present. foreshadowing Authors procedure
Use of clues Hints at what might happen later in the story Early in
the story about Blue Cloud, the author indicated that Dakota babies
are taught not to cry. Later in the story, the baby who was lost in
the grass did not cry, making it impossible to locate the baby.
Teacher: This is an example of foreshadowing. The author gave us
hints about what might happen later in the story. 86
Slide 87
Designing Examples and Non-examples. Your Turn Step 2. Design
examples in which all attributes are present. Dont forget about
wide-range! obtuse angle angle greater than 90 less than 180
87
Slide 88
Designing Examples and Non-examples. Step 3. Design
non-examples in which some, but not all, critical attributes are
missing. foreshadowing Authors procedure Use of clues Hints at what
might happen later in the story Early in the story about Blue
Cloud, the author told about the Dakota tribe moving to a new
location. Teacher: This is NOT an example of foreshadowing. The
author is telling what is happening, but is not giving hints about
what will happen later in the story. 88
Slide 89
Designing Examples and Non-examples. Your Turn Step 3. Design
non-examples in which some, but not all, critical attributes are
missing. Again, wide-range! obtuse angle: angle greater than 90
less than 180 89
Slide 90
Your Turn: Generate Ex. & Nonex Equilateral Triangle
Ex:Nonex:
Slide 91
91 Examples and NonExamples for Rules (Hughes, C.A., SPLED 412)
First, a word about which rules to teach: They should be:
Important: To content currently being learned and used in the
future. Useful: Does the rule actually work??? (Not too many
exceptions when 2 vowels go walking) Difficult: For students to
remember/understand.
Slide 92
92 Examples and NonExamples: Rules Examples and nonexamples are
used to teach when the rule applies and when it does not. Thus,
focus of rule lesson is twofold: - How to use the rule (procedural)
- When to use the rule (conditional)
Slide 93
93 Rules: Examples and Nonexamples Make sure rule is worded
accurately. NO : Separate items in a series with commas. YES: When
there are 3 or more items in a series, separate them with commas.
NO: When a word ends in y and you want to make it plural, change
the y to i and add es. YES: When a word ends in consonant-y and you
want to make it plural, change the y to i and add es.
Slide 94
94 Rules: Examples and Nonexamples Determine the Critical
Attribute(s) of the Rule. Critical Attribute = The condition(s)
under which the outcome or behavior occurs. That is, WHEN the rule
should be used. Suggestion: Identify the behavior first, and then
ask yourself under what conditions does the behavior occur?
Slide 95
95 Rules: Examples and Nonexamples Determine Critical
Attributes Model: When a noun ends in ch, s, sh, x, or z, and you
want to make it plural, add es. churches, waltzes, boxes, wishes
sandwichs, witchs, Prompt: When a word ends in vowel-consonant + e
and you want to add an ending that begins with a vowel, drop the e.
bake + ing = bakingspite + ful = spiteful shine + ing = shiningshoe
+ ing = shoeing time + ed = timed
Slide 96
96 Rules: Examples and Nonexamples - Determine Critical
Attributes Check: When there are 3 or more items in a series,
separate them with a comma.
Slide 97
What to Look For: Active Teaching Teachers instruction ensures
multiple opportunities for participation by students with
disabilities, e.g., choral responding, thumbs-up, white board
response. (see next two slides) Teacher presents the content in
chunks/segments.
Slide 98
Multiple Opportunities to Respond: Oral Responses: Choral
Responses need some kind of signal examples: p. 137 Partner
Responses need guidelines you select partners assign #s (1, 2) use
sentence starters start your sentence with. Pause Procedure
teach/lecture for12-18 minutes, then pause two minutes for partners
to compare notes.
Slide 99
Multiple Opportunities to Respond Written Responses Response
cards & response slates Action Responses Touching/Pointing
works well for primary students Acting out/Responding with gestures
helpful for vocabulary Hand Signals when choices are possible, use
fingers (e.g, 1, 2, or 3)
What to Look for: Active Teaching Example: Teacher explicitly
teaches required vocabulary. We will refer to the attached
handout.
Slide 102
Example, then Practice Extend students understanding: Introduce
or have students generate synonyms for the new words (with the use
of reference materials). Allow students to work in partners.
Vocabulary Instruction 2 nd grade With your table partner: Ones:
Teach the word disgusting Twos: Teach the word relieved
Slide 103
Analysis of An Active Participation Lesson Handout: Compound
Word Meanings With your partner Ones: describe one way the teacher
could have engaged students during the Input phase of the lesson.
Twos: Tell your partner one way you will know you see this during a
visit.
Slide 104
Active Teaching: We Do Active Teaching (This is moving in to We
Do-at this point just repeating is necessary) Students with
disabilities engage in structured activities designed to allow to
processing; e.g., I-time, think-pair-share, numbered heads, elbow
partners, think-jot. Students with disabilities correctly answer
questions regarding content/strategy.
Slide 105
Active Teaching: We Do Active Teaching (This is moving in to We
Do-at this point just repeating is necessary) Students with
disabilities are responding to high- order questions; e.g.,
problem-solving, generalization, evaluative, inferential,
application. The teacher uses wait time to enable student with
disabilities to process responses to questions/directions. Teacher
re-teaches if students responses are inaccurate. (we are going to
discuss this more in a minute)
Slide 106
Guided Practice Also called We Do (its where the learning
occurs in a lesson) This is where the teacher should be spending
the bulk of instructional time Teacher leads student with
disabilities through step-by- step practice. Teacher initially uses
high level of prompting/cues with students with disabilities.
(e.g.,Tell, Guide) Teacher gradually decreases level of
prompting/cuing to student with disabilities based on accurate
responding. (Ask, Remind, Check)
Slide 107
Corrective Feedback Sequence A- B---> C CF
Slide 108
4 Essential delivery skills Require frequent responses. Monitor
student performance carefully. Provide immediate affirmative and
corrective feedback. Deliver the lesson at a brisk pace.
Slide 109
require frequent responses YES: Input Question Response. Input
Question Response. NO: Input Input Input Input Input Input Input
Input Input Here is your homework.
Slide 110
require frequent responses Oral Responses: Choral Responses
need some kind of signal examples: p. 137 Partner Responses need
guidelines you select partners assign #s (1, 2) use sentence
starters start your sentence with. Pause Procedure lecture 12-18
minutes, then pause two minutes for partners to compare notes.
Slide 111
require frequent responses Written Responses Response cards
& response slates Action Responses Touching/Pointing works well
for primary students Acting out/Responding with gestures helpful
for vocabulary Hand Signals when choices are possible, use fingers
(e.g, 1, 2, or 3)
Slide 112
require frequent responses Alternative Reading Procedures Echo
Reading Choral Reading Cloze Reading Whisper Read Partner Read
Video examples teaching students to participate; model of
participation
Slide 113
monitor student performance carefully Must ask yourself: Is the
response correct or incorrect? If the response is incorrect, what
type of correction procedure should be used?
Slide 114
114 Provide Immediate and Corrective Feedback STUDENTS SHOULD
ALWAYS PRACTICE CORRECT RESPONSE. Incorrect response when fact
requested. 1. Model the correct answer.(I do it.) 2. Check
understanding. (You do it.) 3. Check again. (Student says /cot/
when you requested /cat/.) This sound is /a/. The word is /cat/
What word? /cat/ Yes,/cat/ Incorrect response when strategy or rule
used. 1. Guide student(s) to the correct answer by asking questions
on the steps of the strategy or rule. (We do it.) 2. Check
understanding. (You do it.) 3. Check again. (Student spells siting
for sitting.) Hint: This ends with a ______ CF: Repeat Hint.. and
so we double the final consonant. sitting. Show me.
Slide 115
Corrective Feedback Rules Provide Corrections: Your job is to
provide feedback for errorless learning; All new learning will
result in errors; Corrections do not result in lowered self-esteem.
Provide Immediate Corrections: Do not allow for repetition of error
patterns Provide Specific, Informative Feedback Planned, specific
feedback increases learning The word family is ack, pronounced
/ack/, so the word is tack. Say it, tack. Yes, tack.
Slide 116
Corrective Feedback Rules Focus on the Correct Answer Rather
than the Incorrect Answer You want your students to remember the
correct answer, not the incorrect answer. For example, if a student
spells baking bakeing, you would not say, You left the e in the
word before adding ing. Thats not how we do it. You should say,
Remember, we drop the e before adding ing. Its b- a-k-i-n-g. Show
me. Yes, b-a-k-i-n-g. You dropped the e before adding ing.
Slide 117
Corrective Feedback Rules Utilize Appropriate Tone when
Correcting Errors End Every Correction by Having Students Give the
Correct Response Students need the repetition, so you need to make
them say/do the correct response. Also need to return to that
student later with a similar item so the student has a chance to
respond again.
Slide 118
monitor student performance carefully Must ask yourself: If the
response is correct, what type of affirmation/praise would be
appropriate?
Slide 119
119 Provide Immediate and Corrective Feedback Correct and quick
response Acknowledge and move on. Correct Yes, thats right. [Then
specifically name correct fact/ concept.] You knew 3 x 5 = 15.
Correct but hesitant response Acknowledge and add brief firm-up
explanation. Correct. Since this is a telling sentence, we would
end the sentence with a period.
Slide 120
Provide immediate and corrective feedback Practice: Page 176
Directions: There are two examples in each box (2,3,4). One person
is the teacher for the first example in each box, the other person
is the teacher for the second example in each box.
Slide 121
provide immediate and corrective feedback What adaptations, if
any, should be made in the current lesson? should the lesson go
forward? should confusing facts, concepts, skills, or strategies be
retaught immediately? should additional practice be provided within
the lesson?
Slide 122
122 Prompted Practice Two phases: We do Guided practice
Purposes of prompted/guided practice Promote high level of success
Build confidence Variety of Prompts Verbal Visual Physical
Slide 123
123 Prompted Practice Some additional considerations : Keep
wording consistent with the model. Use direct verbal
prompts/statements. Use regrouping in this problem. Use a question
mark at the end of an asking sentence. Sometimes you may ask
questions to prompt: Why did you change signs before solving the
problem?
Slide 124
124 Prompted Practice Some additional considerations : In
general Dont go fishing (i.e., keep asking for an answer) Be
businesslike and non-threatening Positive Neutral Negative
Slide 125
125 Prompted Practice A Brief Demonstration: Two digit
subtraction problems requiring regrouping 26 42 60 85 -17 -13 -49 -
37
Slide 126
126 Unprompted Practice(You do it) Practice with no prompts
(thats the goal) Close Monitoring Do one then stop Need success
with one before being given more to do. You will have to prompt
immediately if an error is made.
Slide 127
INDIVIDUAL ORAL RESPONSES When? To verify individual
understanding Following group responses If the desired response is
lengthy or there are different correct wordings
Slide 128
128 PROCEDURE FOR ASKING A QUESTION OF AN INDIVIDUAL STUDENT 1.
Ask a question. 2. Give thinking time. 3. Call on a student to
share his/her answer. 4. Guide student(s) in discussing the answer.
5. Option: Have students share the answer with a partner give each
other feedback. Then call on a student
Slide 129
129 ELICITING INDIVIDUAL RESPONSES Less desirable practices #1.
Calling on volunteers. Guidelines: Call on volunteers when the
answer is a product of personal experience. Dont call on volunteers
when the answer is a product of instruction or reading. Instead
expect that all students could answer your question. #2. Calling on
inattentive students.
Slide 130
INDIVIDUAL ORAL RESPONSES, CONT. Volunteers or Non-volunteers?
Advantages to non-volunteers Volunteers typically a small subset of
the class Teacher likely to get distorted view of student mastery
Situations in which volunteers are appropriate Answer based on
personal experience Not all would be expected to have the answer
Bottom Line: Non-volunteers are preferred as often as
possible.
Slide 131
TURNS FOR NON-VOLUNTEER INDIVIDUAL RESPONSES Random or ordered?
Ordered turns All students respond Reduces student anxiety Saves
time BUT may reduce overall student alertness and teacher
attentiveness to other students Best practice : vary amount of
responding
Slide 132
TURNS FOR NON-VOLUNTEER INDIVIDUAL RESPONSES Random turns
Advantages All students alert BEST PRACTICE Ask question Raise
hand, look around, give think time Call on student Disadvantages
May not call on all students BEST PRACTICE : Have a plan
Slide 133
MONITOR RESPONSES AND ADJUST INSTRUCTION WHY? Close monitoring
allows teacher to adjust instruction Close monitoring allows
teacher to provide corrective feedback Especially important given
relatively higher rates of errors for students with learning
problems.
Slide 134
134 MONITOR STUDENTS RESPONSES Walk around. Look around. Talk
around.
Slide 135
3 TYPES OF ERRORS Error Type Careless/ Inattentive Lack of
factual knowledge Lack of procedural knowledge Correction Procedure
Repeat question, student repeats correct response Say answer,
student makes correct response Prompt through step, student makes
correct response
Slide 136
FRIENDLY CORRECTIONS: MAKING THE CLASSROOM SAFE Group
corrections Praise correct response Neutral, non-threatening manner
Errors are a part of learning. Admit your own errors Establish peer
response
Slide 137
137 PRAISING/ACKNOWLEDGING CORRECT RESPONSES Praise is usually
effective if: Contingent (IF THEN) Specific when possible Varied
Provided for noteworthy performance Focused on achievement and
effort rather than personality attributes Comparing students to
themselves rather than to other Positive, credible, genuine Does
not disrupt flow You know your students
Slide 138
MAINTAIN ATTENTION Why? Attention challenges A teacher makes a
big difference Best practices Elicit more responses Move closer
(proximity control) Increase pace Eye contact Model alertness
Slide 139
ENSURE ALL STUDENTS AN EQUAL CHANCE TO LEARN Typical practices
to avoid Call on higher achieving students Result Lower achieving
students make fewer responses More eye contact for higher students
Result Lower students less attentive More think time for higher
students Result Maintain perception of higher and lower
performing
Slide 140
EQUAL CHANCE BEST PRACTICES ALL students should have an equal
number of opportunities to respond ALL students should receive eye
contact and smiles ALL students should get sufficient think
time
Slide 141
CRITICAL PRESENTATION/DELIVERY SKILLS--SUMMARY Elicit frequent
responses Monitor student responses and adjust instruction Maintain
an appropriate pace Maintain student attention Ensure all students
an equal chance to learn
Slide 142
Verbal Retell 1.) Verbal Retell Video-1 st grade 2.) Summary
Paragraph Frame Video-1 st grade During the video, pay attention to
the following: 1.) What cues does Anita give when she Tells? 2.)
What cues does Anita give when she Asks? 3.) What cues does Anita
give when she Reminds?
Slide 143
Guided Practice Concepts/Vocabulary/Rules: Guide them->Check
understanding Concepts/Vocabulary: Guide Them asks students to
state the definition. presents sentences in which students have to
fill in the blank OR asks relevant yes/no questions Rules: Guide
Them asks students to state the rule. prompts with, Should we ? AND
Does_____ make sense?
Slide 144
Guided Practice Concepts/Vocabulary/Rules: Guide them->Check
understanding Concepts/Vocabulary/Rules: Check Understanding uses a
system for all students to name definitions/rule. uses a system for
all students to give and get feedback on their responses. Generally
will use partner responses in this phase.
Slide 145
Lets Practice Handout: Compound Words With your partner: Ones:
Review the teachers use of questioning during We Do. Is it
effective? Twos: Tell your partner one way the teacher could have
elicited responses during the questioning/response phase. Ones:
Tell your partner one way secondary teachers can facilitate
responding in the classroom and describe what it looks like. Twos:
Tell your partner one way elementary teachers can facilitate
responding in the classroom and describe what it looks like.
Slide 146
Guided Practice-Corrective Feedback Teacher gives immediate
feedback with error correction to students with disabilities. [aka
corrective feedback] Teacher re-teaches if students responses are
inaccurate. [reteaching should occur through the natural course of
CF]
Slide 147
Guided Practice-Corrective Feedback Students with disabilities
work in groups of varying sizes; e.g., individual, pairs, small
group, whole group. Students with disabilities are monitoring and
self-correcting work. [how to do this MUST be explicitly
taught]
Slide 148
Error Correction: Recognizing the 3 TYPES OF ERRORS Error Type
Careless/ Inattentive Lack of factual knowledge Lack of procedural
knowledge Correction Procedure Repeat question, student repeats
correct response Say answer, student makes correct response Prompt
through step, student makes correct response
Slide 149
During Corrective Feedback: Teacher must circulate. While the
ultimate goal is for students to respond without prompts, students
who still need assistance get prompting from the teacher. You
should NOT hear: How many times have we done this? Why cant you
remember this? You should know this by now. Just think about
it.
Slide 150
Lets Practice Spelling & Dictation Video While you are
watching: Look for following procedures that were used to set
students up for success on the sentence dictation. Dictation of
sentences The teacher said the entire sentence and had students
repeat the sentence. The teacher then dictated the first part of
the sentence and gave students time to write the first part. As the
students wrote, the teacher moved around the classroom and
monitored student work.
Slide 151
Lets Practice Feedback The teacher gave feedback on each word.
Students were awarded points for correct spelling, capitalization,
and punctuation. The points were designed to make the students more
interested in the task and more careful. Notice other important
instructional procedures. Monitoring - The teacher constantly moved
around the room monitoring students work.
Slide 152
Practice Handout: Compound Words With your partner: Ones:
Review the teachers corrective feedback during We Do. Was it
effective? Twos: Tell your partner one way the teacher could have
given effective corrective feedback during this lesson. Ones: Tell
your partner what corrective feedback looks like in an elementary
classroom. Twos: Tell your partner what corrective feedback looks
like in a secondary classroom.
Slide 153
Independent Practice (You Do) Work relates to objective on
board. Students with disabilities are able to accurately complete
tasks without prompts. Teacher moves through classroom and checks
in with every student with disabilities. Teacher gives timely
feedback to students with disabilities. Teacher gives specific
feedback to students with disabilities.
Slide 154
Independent Practice (You Do) Teacher elicits alternatives from
students with disabilities when responses are incorrect.(this only
comes after modeling of how to think). When students with
disabilities responses are inaccurate, staff re-teaches the
concept/strategy individually or in small groups. Students with
disabilities are monitoring and self-correcting work. [must be
explicitly taught.] Students with disabilities complete work. [must
be reinforced]
Slide 155
Independent Practice (You Do) The same principles of corrective
feedback still apply. Teacher must circulate. While the ultimate
goal is for students to respond without prompts, students who still
need assistance get prompting from the teacher. You should NOT
hear: How many times have we done this? Why cant you remember this?
You should know this by now. Just think about it.
Slide 156
Independent Practice (You Do) Specific comments about: Teacher
elicits alternatives from students with disabilities when responses
are incorrect.(this only comes after modeling of how to think).
Students need corrective feedback so they only hear the correct
answers. Fishing for responses leads to incorrect
understandings
Slide 157
Independent Practice (You Do) When students with disabilities
responses are inaccurate, staff re-teaches the concept/strategy
individually or in small groups. re-teaching means continued
prompting with corrective feedback. If that doesnt work, teacher
needs to go back and do some more We Do practices with
student(s).
Slide 158
Closure The objective of the work is restated by teacher either
verbally or visually. Teacher conducts a short formative assessment
of students with disabilities level of understanding; e.g. exit
cards, collects independent work, self-check or peer check of work.
Teacher explicitly connects prior and upcoming lessons.