Instructional Barrier Busters

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Presentation from the 2007 National Resource Center for Paraprofessionals Conference by Kit Giddings.

Transcript of Instructional Barrier Busters

  • 1. Instructional Barrier Busters Kit GiddingsUtah Personnel Development Center

2. Todays Objectives

  • Accommodations & Modifications
  • Teaching Strategies & Concepts

3. Accommodations&Modifications 4. Accommodations & Modifications

  • Modifications
    • change the curriculum to fit student learning levels
    • only used when required by the IEP
  • Accommodations
    • 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?

11. Remember

  • 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

16. Remember

  • 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

  • Overview
    • opening
      • attention
      • review
      • preview
    • body
    • close
      • review
      • preview

25. Skill or Strategy Instruction

  • Preparation:
    • 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.

  • 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

29. 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

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!

  • [email_address]