instructional practices
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Structured Classroom Series:Instructional PracticesHow well you teach
= How well they learn.
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CPALMS
AccessCourse Codes
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It is a complex interaction…
Curriculum
“The What”
Access Points
Instructional
Practices
“The How”
Evidence /researched
based methodologi
es or strategies
Materials
The items used to
teach the access points.
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Wonderings about Instruction…
Not all instruction can or should be done 1:1.Do you agree with this statement? Why or why not?
How can we increase learner engagement in (small and larger group) instructional settings?
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Instructional Delivery Methods that Increase Student Engagement
Provide Pre-correction•Setting up environment and expectations to ensure active and accurate responses.Engage the 3R’s•Repetition•Rehearsal•ReviewElicit Responses•Choral Reading (picture reading) •Choral Responding•Partner Interaction
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Instructional Delivery Methods that Increase Student Engagement
Provide Pre-correction•Setting up environment and expectations to ensure active and accurate responses.Elicit Responses
•Choral Reading (picture reading) •Choral Responding•Partner Interaction
Engage the 3R’s
•Repetition
•Rehearsal
•Review
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Explicit Instruction is Engaging! Frequent responses are elicited.
Response cards, choral/partner responding.
Student performance is carefully monitored.“Walk around. Look around. Talk around.”
Immediate, affirmative and corrective feedback is provided.Delivered with appropriate tone and is specific.
The lesson is delivered at a brisk pace!Ensures adequate time & practice.
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Effective Instructional Practices
1.Prompting (Blue)2.Reinforcement
(Purple)3.Discrete Trial
(Yellow)4.Errorless Teaching
(pink)5.Incidental Teaching
(green)
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Instructional Practices:Your Turn
Group will be divided into 5 teams. Each newgroup will read and review
assigned fact sheet. Expert groups disband and rejoin
original team. Each member reports out about their : What is it? How is it used? Advantages/Disadvantages
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Prompt Hierarchy:Decreasing
“most to least”
Effective when students are initially learning a new concept.
Should always develop a fading sequence before training begins.
Start with a prompt that will ensure correct response.
Establish a criteria for when you will move from one level of prompt to the next.
MostSupport
Least Support
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Prompt Hierarchy:Increasing
“least to most”
Student attempts the task before you intervene with assistance.
The prompt increases until the student makes the correct response.
Effective if student has mastered a skill and you are focusing on maintenance or generalization.
Should establish a sequence of prompts before training begins.
MostSupport
Least Support
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Reinforcement
When and how you reinforce a behavior can greatly impact the rate and strength of the response.
Should always conduct a reinforcement survey with each of your students Observations Specific trials Parent, care giver, previous teacher
interviews
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Discrete Trial Teaching(DTT)
Discrete Trial Instruction Cycle
Teacher gives an initial instruction/command
A prompt/cue is given to assist student in correct response (if needed)
Student gives response
Teacher gives appropriate consequence based upon student’s response
A slight pause (3-5 seconds) is given between trials
CARD, Florida. Atlantic University
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Discrete Trial TeachingPros/Cons
ADVANTAGES
Teacher controlled Data collection is easy
to take and assess Allows for mass trials
and practice opportunities
Good for: following directions, rote knowledge, matching, sorting, imitation
DISADVANTAGES
Costly (requires 1:1 ratio)
Can cause prompt dependency
Can be challenging to generalize to other settings
Not good for: spontaneous speech, play or social skills
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Errorless Teaching
Errorless Teaching Instructional Cycle
Teacher gives an initial instruction/command
Teacher gives an immediate prompt to prevent any chance for incorrect responses.
Teacher gives praise/reinforcer to student
To promote independence the immediate prompts, or amount of help provided, are systematically decreased, or faded, to allow children the opportunity to provide correct responses on their own.
CARD, Florida. Atlantic University
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Errorless Teaching
ADVANTAGES
Can avoid student frustration with incorrect responses
Can avoid the chance a chain of errors from incorrect responding
Teacher controlled Data collection is easy to
take and assess Good for: following
directions, rote knowledge, matching, sorting, imitation
DISADVANTAGES
Can cause prompt dependency
Costly (requires 1:1 ratio)
Not good for: spontaneous speech, play or social skills
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Incidental Teaching
Incidental teaching provides structured learning opportunities in the natural environment by using the child’s interests and natural motivation.
Once the teacher identifies a naturally occurring situation that a child is expressing interest in, strategies are then used to encourage the child’s responses.
Incidental teaching strategies are designed to
promote motivation and facilitate generalization.
CARD, Florida. Atlantic University
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Incidental Teaching
ADVANTAGES
Natural, activity based Encourages spontaneous
skills Student initiated Does not require formal
training for the teacher Encourages generalization
of skills to a variety of settings and people
Good for: spontaneous speech, play skills and social skills, inclusion settings
DISADVANTAGES
Cannot control number of trials
Data collection is more challenging to take and analyze
Teacher must be very observant to “catch” learning opportunities
Not good for: rote knowledge, learning new skills, students who do not initiate interactions
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Task Analysis
A process in which a task is analyzed, or broken down, into its sub parts.
Data collection is taken for each “step” in the task analysis.
Data collection typically measures the level of prompting required for the completion of each “step”.
The sub parts or “steps” are taught through the use of chaining (forward or backward) them together for a total task presentation.
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Chaining
A series of related behaviors, each of which provides the cue for the next and the last that produces a reinforcer.
Almost everything we do is considered a chain▪ Reciting the alphabet▪ Taking a shower▪ Tying your shoe laces
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Forward Chaining
Teach the first step (A). Reinforce (A)
Once (A) has met criteria for satisfactory, teach (A & B). Reinforce (A & B) as one unit
Once (A & B) met criteria for satisfactory, teach (A, B &C). Reinforce (A,B & C) as one unit
Continue the chain…
Teacher should always complete entire chain with the student so that student is aware of the entire task presentation
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Backward Chaining
Teacher completes all steps in the task presentation except for the last step (Z)
Student completes (Z). Reinforce for (Z). Once (Z) has met criteria for
satisfactory teach (Y & Z). Reinforce (Y & Z) as one unit.
Continue the chain…
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Structured Teaching
Structured teaching is a system for organizing the environment
Structured teaching works best with skills that are meant to be completed independently, that have a clear defined beginning and end
Structured teaching utilizes visual structure to convey student expectations Visual instructions Visual organization Visual clarity
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Structured Teaching
The student should be able to answer these questions when it refers to their work tasks and work systems:
The 4 questions What is the work to be done? How much work am I expected to do? When am I finished? What am I going to do next?