Instructional Barrier Busters
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- 1. Instructional Barrier Busters Kit GiddingsUtah Personnel Development Center
2. Todays Objectives
- Accommodations & Modifications
- Teaching Strategies & Concepts
3. Accommodations&Modifications 4. Accommodations & Modifications
- change the curriculum to fit student learning levels
- only used when required by the IEP
- give support butdo notchange the curriculum
- all students can benefit from accommodations
5. Accommodation Tips
- Turn 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 shouldchange to improve your teaching?
6. Accommodation Tips, cont.
- Ask yourself: How can I teach a concept differently?
- Watch how good teachers teach and then learn from them
- Be able to justify what you are teaching and why you are teachingit
7. Advice From an Expert
- Richard LaVoy speaks about accommodating children with learning disabilities
8. 9. Accommodation Tool: Task Analysis
- What 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
10. Task Analysis Activity
- Turn to your elbow partner again and discuss:
- How often do you use task analysis to explain a concept?
- If the student still isnt getting it, break the concept down even more
- This works with behavioral
- andacademic skills
12. The Curriculum Diamond
- The Curriculum Diamond(Susan Fister)is one way to accommodate curriculum
13. 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 Divisionof Germany Reconstruction of Japan 14. Creating a Curriculum Diamond
- Turn to your Curriculum Diamond handout
- Divide into groups of 2-3
- Create a Curriculum Diamond as a team using one concept
15. 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
- Modificationschangethe curriculum
- Modifications are usually for students who will not graduate with a full diploma
- Modifications restrict students from learning material necessary to pass end oflevel tests
- Modifications must match IEP goals
17. Teaching Strategies & Concepts 18. A River Runs Through It
- Watch how many teaching styles and strategies this father uses with his sons
19. 20. 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
21. What We Cant Control
- Large class sizes
- Class sizes that are too academically diverse(this is why so many reading interventions dont work)
- By the time you get struggling students, they receiveinterventions that are too little too late
22. 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
23. 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)
24. Lesson Design
25. Skill or Strategy Instruction
- is the strategy explicit?
- are the steps few in number
- are the steps clearly stated?
- can the strategy be visually presented?
26. How Do I Put It All Together?
- Model = I do it.
- Prompt = We do it.
- Check = You do it.
- Anita Archer
27. Introduce the Concept or Strategy
- Explain what is being taught & goal of instruction
- Introduce rationale for the concept
- Describe steps in the strategy
- This may appear to be time consuming for you but it will pay off big dividends in the long run
28. Model = I Do It.
- proceed step-by-step (use task analyses)
- exaggerate the steps
- tell students what you are doing
- tell students what you are thinking
- Collect Feedback
- ask for responses
29. Prompt = We Do It.
- Do the behavior at the same time as the students
- Guide the students verbally through the steps
- gradually fade your prompt
30. Check = You Do It.
- Verify student understandingbeforeindependent 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
31. Deannas Box of Tricks 32. A Brief Review
- When teaching, ask yourselves:
- Is this useful information?
- Will it generalize across people, settings, and time?
- Will it work?
33. Thank You!