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Instruction to Meet the Needs of Diverse Learners
Effective Teaching Practices to Insure Student Success
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Inclusion
Legally Required: LREAccess to General CurriculumAccess to PeersBetter CurriculumHigher Expectations
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Inclusion Issues
• Assuming that exposure to class is enough
• Placement without pre-planning
• Not individualizing placement
• Over or under using paraprofessionals
• Focusing on activities-not objectives
• Not utilizing explicit instruction
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Successful Inclusion
All teachers responsible for ALL studentsTeach skills needed for success All teachers us effective teaching and
behavior management-Universal DesignSpecial Ed. provides ongoing supportFrequent, regular monitoring of teachers
and students (data gathering)Team problem solving
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Universal DesignSchool established effective practice goalsSchool wide rulesUniform classroom rulesProcedures/expectations taught to all
studentsHigh levels of OTR-Opportunities to
Respond and student engagementLearning/study and organizational
strategies explicitly taught to all students
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Teaching Practices
Good teaching produces higher levels of appropriate behavior
Good teaching produces higher levels of academic skills
Good teaching produces greater learner progress
Good teaching is a planned process-not a “seat of the pants” proposition
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Effective LearnersAre engagedAre interactiveHave a wide knowledge baseAre active in their learningAre motivated from withinAre goal drivenMonitor their learningCan adjust behavior to not interfere with
learning
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Ineffective Learners
Are passiveDo not interact appropriatelyHave a limited knowledge baseAre not able to effectively monitor learningExternally motivated/controlledAre not goal orientedBehaviors interfere with learning
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Good TeachingNew material is presented through teacher-led
instructionEffective instructional methods usedPractice activities are varied, motivating, and
promote generalization of skillsStudents are engaged more that they are notStudents participate in group activitiesStudents are successful most of the timeLearning is more rewarding than not learning
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Multi-Level teaching
Homogeneous groups for reading and math instruction
Whole group instruction for Social Skills, Social Studies, Science
Paras assist with groups where availableUse peer-tutoring, learning centers, projects,
paired learning, etc. for students who are not with teachers
Teacher should regularly teach every student
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Instructional Activities and Arrangements
Large GroupSmall Group-most time hereIndividual
Direct Teach (one on one)Direct Instruction-most time herePractice
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Ensuring Student LearningProvide high rates of active student responding
(OTR)Provide immediate and complete error correctionTeach Vocabulary!!Teach students learning tools (mnemonics,
learning strategiesUse research-based instruction
PrimingConspicuous strategiesMediated scaffoldingJudicious review
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Opportunities to Respond
New Learning
4-6 opportunities per minute with 80% correct
Review
8-12 opportunities per minute with 90% correct
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Active Student Responding
Choral ResponsesResponse CardsGuided Notes
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Choral Responding
Provides high level of OTRAllows “anonymous” participationTeacher provides cue for when to
respond-visual or auditoryUncertain responses-do firmingListen for errors-correct immediatelyUse individual responses for assessment
and differentiation
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Response Cards
Strong research supportHigh motivational valueUsed in large groups, individually, in pairsPre-printed or write onTeacher asks question, provides wait time,
cues-students respond with cardsMany variations-all effective
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Guided Notes “Tree” outlineFlow ChartsVenn Diagrams“Framing”-go to
www.graphicorganizers.com for ideas
Guided notes provide a structure-beneficial if all students in a school are taught a basic “frame” in common.
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Error Correction
Be explicitBe immediateLead to independence (refer to rule or
strategy during correction)
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Explicit Instruction Tell students what you want them to learn Give very clear, direct instructions Demonstrate/model/guided practice/independent
practice Model/lead/test format Clear, consistent error correction
Correct response-acknowledgeIncorrect response-correctUncertain response-firm
www.cast.org/publications/ncac/ncac_explicit.html
www.xnet.rrc.mb.ca/glenh/understanding_by_design.htmFor good ideas for lesson design and evaluation
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Priming Background Knowledge
Relating knowledge that students must know to learn a new skill, concept, or strategy
Plan before lesson-”What do students need to know before they can learn this?”
Question-discuss-review this background knowledge BEFORE presenting new skill
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Examples of Priming
K-W-L: What do I know, what do I want to know, what have I learned?
Direct instruction curricula (scripted lessons)
Beginning of class warm-upsGraphic organizers
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Conspicuous Strategies
Teach learners the “tricks of the trade”-what the experts know
Examples:
Reminder acrostics
“Rules”: Silent “e” makes the vowel say its name.
How do “experts” find the main idea of a passage/
How do “experts” set up a math problem from a story problem?
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Mediated ScaffoldingHigh levels of support in the early stages
of learningGradually fade support as student masters
skills
For ideas: go to
www.projects.edtech.sandi.net/staff development/presentation/scaffolding.htm
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Judicious Review
Well thought outWell plannedCarefully reflects what they need to knowContinuous-spirals with additional
knowledge throughout the year
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Vocabulary
Vocabulary knowledge has been proven to be critical to school success
Vocabulary development is a fundamental goal for early grades
The vocabulary gap widens in early grades
Explicitly teaching vocabulary is essential at all grades
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Teaching Vocabulary
Provides students skills and opportunities to learn vocabulary independently
Teaches students the meanings of unfamiliar words and concepts
Fosters an appreciation and awareness of words and their use
Brings words to life-encourages word play
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Direct Vocabulary Instruction
Provides clear, understandable, kid-friendly definitions
Uses both definitions and contextProvides lost of varied opportunities to
interact with wordsProvides lost of review and opportunities
for learning(English language learner dictionaries are a
good source of kid friendly definitions)
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Vocabulary Strategy-LINCS
1) List the word and definition
2) Indicate a reminding word (looks like-sounds like)
3) Note a LINCing story
4) Construct a LINCing picture
5) Self-Test
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LINCS Example
• Compromise
Essential definition: an agreement, where each gives up something
Reminding word: promise
LINC-ing story: Both promised to give up something to reach an agreement.
LINC-ing picture:
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Levels of Vocabulary
No knowledgeGeneral senseNarrow context-bound knowledgeKnowledge of a word without ability to
recall and use it in appropriate situationsRich, decontextualized knowledge of a
word’s meaning, its relationship to other works, and its extension to metaphorical uses (Beck, McKeon & Kucan, 2002)
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Mnemonics
KeywordsLetter Strategies (acrostics,acronyms)Pegwords
Research supports the use of mnemonics as a learning strategy for diverse learners. These techniques make learning easier.
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Keywords
For vocabulary or pairs of informationInvolves elaboration and imageryStudents use background knowledge to
learn new concepts and vocabularyEx: Arkansas-picture of an ark being sawed in
halfEx: Handel-Baroque composerPicture of a man bringing broken(baroque)
handle bars (Handel) to a bikeshop
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Letter Strategies
ROYGBIV-order of colors in rainbowPlease excuse my dear aunt Sally-order of
operations in mathFACE-space notesEvery good boy does fine: line notes
Use letter strategies for lists of information.
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Pegwords
For numbered or ordered informationInvolves elaboration and imagery
combined with pegwords (words associated with numbers)
In general, teach all kids one set of pegwords- Scruggs and Mastropieri have one, Quantum list is another-kids can “tweak” as they wish
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Pegword Example one is a bun
two is a shoe three is a tree four is a door five is a hive six is sticks seven is heaven eight is a gate nine is a line ten is a hen
Other methods much like pegwords are also useful: go to www.memory-key.com/mnemonics/list-learning.htm
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Learning StrategiesThere are many learning strategies that have been
field tested with students with disabilities:Decoding-DISSECTWriting-TOWERMath-DRAWListening-SLANTTest-Taking-SCOREROrganization-PREP/WISE
http://www.ku-crl.org (materials for purchase)www.ldonline.orgwww.teachingld.org