Credential of Competency for Paraeducators Standard # 4: Instructional Strategies Pennsylvania...

Credential of Competency for ParaeducatorsStandard # 4: Instructional Strategies

Pennsylvania Training and Technical Assistance Network (PaTTAN)

Local Policy

Your local district’s policies regarding Paraeducator job descriptions, duties, and responsibilities prove the final word!

Agenda• Introduction, learner outcomes and

definitions• Basic instructional and remedial

strategies and materials• Assistive technology for individuals

with exceptional learning needs• How students learn reading• How students learn mathematics

Standard # 4 Knowledge Areas

• K1 Basic instructional and remedial strategies and materials

• K2 Basic technologies appropriate to individuals with exceptional learning needs

• K3 How students learn reading• K4 How students learn mathematics

Standard # 4 Skill Areas

• S1 Use strategies, equipment, materials, and technologies, as directed, to accomplish instructional objectives

• S2 Assist in adapting instructional strategies and materials as directed

• S3 Use strategies as directed to facilitate effective integration into various settings.

• S4 Use strategies that promote the learner’s independence as directed.

• S5 Use strategies as directed to increase the individual’s independence and confidence.

Learner Outcomes

Participants will be able to: • List principles of effective instruction.• Identify basic instructional strategies. • Discuss issues related to using appropriate

assistive technology with students in special education programs.

• Describe the “big ideas of reading instruction.”

• Describe how students learn mathematics.

Basic Instructional and Remedial Strategies and

Materials

Basic Terms

• Instructional Strategies support students’ acquiring knowledge or skills.

• Effective Instruction means knowing how to approach a task, what we want to teach within that task, and the most effective ways for a student to learn.

Instructional Strategies

Examples of Instructional Strategies

• Antecedents• Reinforcement • Scaffolding• Modeling• Shaping• Wait time

• Active student responding

• Grouping • Instructional

Prompts• Skill

Generalization


Antecedents -

o What actions or events that occur before a behavior

o Used to set a child up for successo Examples include:

•Structuring the environment•Setting clear expectations•Avoiding “triggers” for negative behaviors


Reinforcement –

o A consequence for a behavior or activity that increases the likelihood that the behavior will occur again.

o As an instructional strategy, specific feedback increases the likelihood of another correct response or a response closer to the desired response.


Scaffolding -

o Interactions with students in which an adult guides and supports the student’s learning by building on what the student is able to do.


Modeling –

o The strategy of teaching a child to do something by demonstrating the task.

What something looks like or sounds like.


Shaping -

o The strategy of accepting closer and closer approximations of a behavior until the correct response is demonstrated.


Wait time -

o Providing sufficient time between when a question is asked or a request is made and when the student responds.


Active Student Responding -

o Occurs each time a student makes a detectable response to ongoing instruction


Flexible Grouping –

o The strategy of grouping students according to the intended outcome of the lesson.

Groups should be flexible and changing.


Instructional Prompts –

o Types:• Verbal prompt• Pictorial prompt• Gestural prompt• Model prompt• Partial physical prompt• Full physical prompt


Instructional Prompts (cont.)-

o Fading Prompts:

• As the student acquires skill with prompts, decrease the level of assistance you provide.

• Use the prompt hierarchy to gradually withdraw support until the student becomes independent.


Skill Generalization -

o Allows the student to use a skill in more than one setting and/or with different people.


Skill Generalization (cont.) -

o After the student has learned the skill in one environment:

•gradually fade out reinforcement for correct skill performance.

•provide practice opportunities in a variety of settings and with a variety of different people.

Assistive Technology For Students With Learning

Needs

Instructional vs. Assistive Technology

Assistive Technology (AT). . .

is for students who have functional access needs.

• Consideration of need for AT tools required by IDEA.

• If required by the student’s IEP to access his/her curriculum, AT tools are not optional.

Instructional Technology. . .

• does not require an IEP.

• may be selected by a teacher to enhance and expand the educational experience.

• use as a teaching tool is optional.

What is Assistive Technology?

• Assistive Technology Device: any item, piece of equipment, whether acquired commercially off the shelf, modified or customized, that is used to “increase, maintain, or improve functional capabilities of individuals with disabilities” (IDEA ‘04, Section 602)

• Assistive Technology Services: any service that “directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device”

And that means…..

Assistive Technology can be any tool that helps to accommodate a

student’s needs

When does the student need to use AT?....

When student needs to:

• communicate: question, answer, repeat, tell• turn on, click, highlight, point to• write, type, check off• read, look at, see, comprehend, define• listen to, process, find• walk, change classes• interact with, remember

Assistive Technology

No/Low Tech

Mid Tech High Tech

*Simple*Little Maintenance*Limited/No Electronics

*Some Maintenance*Some training*More Electronics

*Complex Electronics*More training*More Maintenance

AT Continuum from No/Low Techto High Tech

No/Low Tech

Mid Tech

High Tech

When you need help with AT….

Tell somebody !!!

Regular InstructionalTechnology also comes

with benefits….

How Students Learn to Read

Literacy Development

o Language and reading/writing are NOT age or grade dependent.

o We need to teach students from where they are, building on what they know, along the steps toward where they need to be.

“Language is natural; reading is not.”

Building Literacy Skills

• Storybook Reading (reading, listening)

• Print Awareness (book knowledge)• Language Play (songs, poems)

The Five Essential Components of Reading

Instruction( 5 Big Ideas)

Phonemic Awareness

Phonics

Fluency Vocabulary

Comprehension

The Five Big Ideas of Reading Instruction

Phonemic Awareness

Phonemic awareness is the ability to hear, identify,

and manipulate individual sounds in spoken words

Phonemic Awareness Skills

Less Complex to More Complex

RhymingSentence SegmentationSyllable Blending & SegmentationOnset-rime blending & SegmentationBlending & Segmenting Individual PhonemesPhoneme Deletion & Manipulation

Elkonin Boxes:Hearing Sounds Activity

Phonemic Awareness

Phonics

Fluency Vocabulary

Comprehension


Phonics

Phonics instruction teaches children the relationships

between the letters of written language and the individual

sounds (phonemes) of spoken language.

Phonics Skills

Letter-Sound Correspondence

Irregular Word Reading

Reading in Texts

Regular Word Reading

Advanced Word Analysis Skills

Adapted from Reading and Language arts (2002)

Elkonin Boxes:Hearing Sounds Activity

Phonemic Awareness

Phonics

Fluency Vocabulary

Comprehension


Fluency

The ability to read text with speed, accuracy, and

expression.

Take a Deep Breath

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Fluency Skills

o Automatic recognition of wordso Speedo Accuracyo Expression

Modeling Fluency

What do we know of these people who lived so long ago? Today, archeologists call these people Mound Builders. This general category includes various groups of Native Americans who lived at different times and had different cultures.

Fluency Sample Activities

o Repeated Reading with a purpose

• First reading to become familiar with passage• Second reading to identify storyline, make

predictions• Third reading to build speed, accuracy, and

expression

Fluency Sample Activities

o Guided Oral Reading (with corrective feedback)

o Read Aloud (with teacher modeling)o Shared Reading (teacher/student)o Taped Reading (listening and

following along with the text)

Phonemic Awareness

Phonics

Fluency Vocabulary

Comprehension


Oral and Reading Vocabulary

Learning, as a language-based activity, is fundamentally and profoundly

dependent on vocabulary knowledge.

(Baker, Simmons, & Kame’enui, 1998)

Vocabulary Activities

o Definition Mappingo Frayer Modelo Semantic Mapping

Vocabulary: Definition Mapping

What is it? Definition What is it like?

What are some examples?

The Word ™

rodent



The Word ™


mammal

rodent



The Word ™


mammal

rodent

2 sharp front teeth

Gnaws on hard objects

Smooth, short fur



The Word ™


mammal

rodent

2 sharp front teeth

Gnaws on hard objects

Smooth, short fur

mouse rat squirrel



The Word ™


Vocabulary: Frayer Model

Word

Definition

Examples Non-examples

Characteristics

WordPolygon

DefinitionA mathematical shapethat is a closed plane

Figure bounded by 3 orMore line segments.

ExamplesHexagonSquare

TrapezoidRhombus

Non-examplesCircleCube

SphereCylinder

Cone

CharacteristicsClosed

Plane FigureMore than 2 straight sides

2-dimensionalMade of line segments

Vocabulary: Frayer Model

Vocabulary: Semantic Mapping

Phonemic Awareness

Phonics

Fluency Vocabulary

Comprehension


Comprehension

Comprehension is the ultimate goal of reading. It involves extracting ideas from text and integrating them with relevant prior knowledge in order to construct

meaning.

Comprehension Skills

o Primary Grade Skills (K-3)• Literal comprehension• Sequencing• Summarization

Comprehension Skills

o Skills Grades 4-12• Connecting ideas within the reading• Comprehending complicated sentences• Critically reading passages

Comprehension Activities

o Prereadingo During readingo Postreading

Comprehension: Pre-reading Activities

• Preview the text• Make predictions• Connect to prior knowledge

Comprehension: During Reading Activities

• Stop periodically and summarize what you have read.

• Focus on the main idea and supporting details in each paragraph.

• Visualize

Comprehension:After Reading Activities

• Delete trivial information• Delete redundant information• Use single category labels to replace a list

of smaller items/actions.• Summarize paragraphs

Phonemic Awareness

Phonics

Fluency Vocabulary

Comprehension


How Students Learn Mathematics

How Students Learn Mathematics

o Goals for Studentso Five Content Standardso Five Process Standardso Effective Mathematics

Instructiono Five Strands of Proficiency

Goals for Students

o Learn to value mathematicso Become confident in their ability to do

mathematicso Become mathematical problem-solverso Learn to communicate mathematicso Learn to reason mathematically

Content and Process

Content Process

Complete Mathematics Curriculum

Five Content Standards

o Numbers and Operationso Measuremento Geometryo Algebraic Conceptso Data Analysis and Probability

Five Process Standards

o Problem-solvingo Reasoning and Proofo Communicationo Connectionso Representation

Basic Idea in Math

Mathematics makes sense!!

What do we mean by “making sense?”

Let’s look at Handout #13

Effective Mathematics Instruction

Function of three elements:

1. Teacher’s knowledge and use of mathematical content

2. Teacher’s ability to work with diverse learners

3. Students engagement in and use of mathematical tasks

Effective Mathematics Instruction

Highly Effective Teaching Strategies:

o Explicit teacher modelingo Ensuring a quick pace with varied

instructional activities and high levels of engagement

o Student verbal rehearsal of strategy stepso Provide corrective feedback

Five Strands of Mathematical Proficiency

o Understanding Conceptso Using Procedures quickly, accurately,

and appropriatelyo Applying Strategies to various problems

and situationso Developing Reasoning Skills o Seeing Math as Sensible, Useful and

Worthwhile

Learner Outcomes

Participants will be able to: • List principles of effective instruction.• Identify basic instructional strategies. • Discuss issues related to using appropriate

assistive technology with students in special education programs.

• Describe the “big ideas of reading instruction.”

• Describe how students learn mathematics.

Credential of Competency for Paraeducators Standard # 4: Instructional Strategies Pennsylvania...

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