Instructional Barrier Busters
-
Upload
national-resource-center-for-paraprofessionals -
Category
Education
-
view
1.459 -
download
0
description
Transcript of Instructional Barrier Busters
Instructional Barrier Busters
Kit Giddings Utah Personnel Development Center
Today’s Objectives
Accommodations & Modifications
Teaching Strategies & Concepts
Accommodations &
Modifications
Accommodations & Modifications
Modifications– change the
curriculum to fit student learning levels
– only used when required by the IEP
Accommodations– give support but
do not change the curriculum
– all students can benefit from accommodations
Accommodation TipsTurn to your “elbow partner” and
discuss the following:– Do you identify 3-5 key points you
want your students to know well and focus on them?
– Do you ask yourself, “What went well? What went badly? Why?”
– Do you think about what you should change to improve your teaching?
Accommodation Tips, cont.Ask yourself: How can I teach a
concept differently?Watch how good teachers teach
and then learn from themBe able to justify what you are
teaching and why you are teaching it
Advice From an Expert
Richard LaVoy speaks about accommodating children with learning disabilities
QuickTime™ and aH.264 decompressor
are needed to see this picture.
Accommodation Tool:Task AnalysisWhat is task analysis?
– detailed scope and sequence of skills– divides concepts into parts to
identify skills needed– allows students to understand
concepts in a step-by-step manner
Task Analysis Activity
Turn to your elbow partner again and discuss:– How often do you use task analysis
to explain a concept?
Remember…
If the student still isn’t “getting it”, break the concept down even more
This works with behavioral
and academic skills
The Curriculum Diamond
The Curriculum Diamond (Susan Fister) is one way to accommodate curriculum
Hitler/Nazis
Invasion of Poland
Pearl Harbor
Important Dates
Major Battles
Key Players
Hitler/Nazis
Poland
Pearl Harbor
Isolationism
Rationing
Axis versus Allied
Powers
War
Freedom
Division of Germany
Reconstruction of Japan
Creating a Curriculum DiamondTurn to your Curriculum Diamond
handoutDivide into groups of 2-3Create a Curriculum Diamond as a
team using one concept
What is a Modification?
Modifications change the curriculum to fit the learning level of a student
Modifications should only be used when dictated by an IEP
Some modifications may inhibit the student from graduating with a full diploma
Remember…
Modifications change the curriculum Modifications are usually for students
who will not graduate with a full diploma
Modifications restrict students from learning material necessary to pass end of level tests
Modifications must match IEP goals
Teaching Strategies&
Concepts
“A River Runs Through It”
Watch how many teaching styles and strategies this father uses with his sons
QuickTime™ and aH.264 decompressor
are needed to see this picture.
Pedagogy versus Content Knowledge Most of you feel
confident about your content knowledge
How do you feel about your pedagogy skills?– pedagogy is the
art and science of teaching
What We Can’t Control
Large class sizesClass sizes that are too
academically diverse (this is why so many reading interventions don’t work)
By the time you get struggling students, they receive interventions that are too little too late
What We Can Control
Amount of seatwork– worksheets used as babysitters
Intensity of instruction– specific and interactive instruction
Curriculum that is matched to student needs– one size does not fit all
Level of participation– break up lectures with activities that involve
students
Good instruction includes:1. A quick, steady pace
2. Short amounts of time for each activity (ex: give students 30 seconds to respond to their partner instead of 2-3 minutes)
3. Lots of choral responses instead of asking one student at a time
4. Taking advantage of teaching moments (when asking for answers, require students to tell you why they are correct instead of saying “good” and moving on)
Lesson Design
Overview– opening
attentionreviewpreview
– body– close
reviewpreview
Skill or Strategy InstructionPreparation:
– is the strategy explicit?– are the steps few in number– are the steps clearly stated?– can the strategy be visually
presented?
How Do I Put It All Together?
Model = I do it.
Prompt = We do it.
Check = You do it.Anita Archer
Introduce the Concept or StrategyExplain what is being taught &
goal of instructionIntroduce rationale for the
concept Describe steps in the strategyThis may appear to be time
consuming for you but it will pay off big dividends in the long run
Model = I Do It.
Show– proceed step-by-step (use task analyses)– exaggerate the steps
Tell– tell students what you are doing– tell students what you are thinking
Collect Feedback– ask for responses
Prompt = We Do It.
Do the behavior at the same time as the students
Guide the students verbally through the steps– step-do-step-do-step-do-step-do…– gradually fade your prompt
Check = You Do It.
Verify student understanding before independent work begins– if a student begins independent work
before he/she understands the concept, frustration and failure will set in
Carefully monitor student responses
Continue until students are consistently accurate
Review often
Deanna’s Box of Tricks
A Brief Review
When teaching, ask yourselves:– Is this useful information?– Will it generalize across people,
settings, and time?– Will it work?