parallel teach

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Parallel TeachStrategies to Support Struggling Learners


How can I impact learning? Understand Working Memory & Impact on

Memory Retrieval◦ Use Permanent Products/Supplemental

Aids/Accommodations


Working Memory (WM)“The management, manipulation, and transformation of information drawn from the short-term and long-term memory.”

-Working Memory and Academic Learning: Assessment and Intervention p.58

WM is the culprit causing many learning disabilities.When WM deficits are identified, WM permanent products

should be routinely used to compensate for the deficit.WM permanent products teach responsibility.


Visuospatial Work Memory

Visuospatial Working Memory


Permanent Products


Dual Encoding Enhances retention and recall Develops multiple retrieval routes Provides visual imagery when material is

presented verbally Provides verbal mnemonic when material is

visual(Cook, 1989)


Mnemonics Aids to memory such as acronyms, rhymes,

linking information by creating visual images or making up a story, are called mnemonics.

Support learning by providing structure, meaning, integration, and cues where none naturally exist

Make the invisible, visible Add meaningfulness, organization,

association, visualization and interest(Dehn, 2007)


Paraphrasing Requires students to restate information in

their own words Builds from rehearsal and chunking strategy Requires student to reorganize and

condense large chunks of information Begins with short, simple and single

sentences◦ Increase length of message gradually

Utilizes verbal working memory resources(Dehn, 2007)


Objective 1At a restaurant Agnes ordered food that cost $14.89. The tax on her bill was 7%. She gave the waiter a 15% tip on the total bill, including tax. Write an expression that can be used to represent the tip Agnes left.


Key Word Method Incorporates visual memory Facilitates vocabulary and process development

Most researched and most effective strategy

(Mastropieri & Scruggs, 1998)


Technique used to help associate two things

Here's how it works: Pick a keyword that will remind you of the word you want to learn. You're going to make a mental image, so pick something you can easily visualize in your mind. For example, if you're trying to learn the Spanish word "carta" (letter), your keyword could be "cart.”

Make a vivid mental image of the two things combined, using the keyword as the main image. For example, you could picture a letter sitting in a cart to remember that "Carta" means "Letter.”

Key Word Method: Memory Technique


TEA 2009-2010 Assessment TETNKey Changes: Supplemental Aids

Must be a tool and not a source of direct answers, meaning that the student can use the aid to figure out the answer, NOT just look at the aid to find the answer

TAKS◦ No changes to policies

TAKS (Accommodated)◦ May be allowed for any grade or subject with

the submission and approval of an ARF TAKS-M

◦ Allowed for any grade and any subject if in IEP


Examples of Supplemental Aids Please note: It is very important to

understand that these are samples that were created for demonstration purposes in this presentation only.

TEA 2009-2010 Assessment TETN


Examples of NON-ALLOWABLE supplemental aids: Soc. Stud.At grade 8 this labeled map would provide direct answers for items assessing either territorial expansion or significant dates. It would not be allowed. This map does not contain material tested at grade 10 or Exit level/grade 11 so it would be allowed but would not be helpful to a student. It may even confuse the student. TEA 2009-2010 Assessment TETN


Examples of ALLOWABLE supplemental aids: Soc. Stud.Now that the labels have been removed from the map, this would be allowable for a student in grade 8. This map could be blank, labeled with a general title (“Area 3”), or shaded. The student is still required to know the information, but is given a visual aid to help him/her recall prior information.



Examples of NON-ALLOWABLE supplemental aids: Soc. Stud.

This is an example of a timeline that would not be allowed for students in grade 8 or Exit level/grade 11 because students are required to answer questions about the significance of 1861-1865 . This list would not be helpful and might be confusing at grade 10.



Examples of ALLOWABLE supplemental aids: Soc. Stud.

Now that the significant events have been deleted from the timeline, it serves only as a tool to help the student recall important information and would be allowed.



Examples of NON-ALLOWABLE supplemental aids: Soc. Stud.

At grade 10 and Exit level/grade 11 students are required to identify and compare the characteristics of different economic systems. Using an aid such as this would be a source of direct answers



Examples of ALLOWABLE supplemental aids: Soc. Stud.1. Traditional Economy

If a student needs assistance with remembering definitions, there are many ways to accomplish this. A student may be able to use a standard English language dictionary or create a picture dictionary such as this one. The formal definition and characteristics of a traditional economy have been removed, but the student has chosen to insert a picture of a family who makes a living herding livestock. This picture would give the student a visual reminder of the assessed term.



Examples of NON-ALLOWABLE supplemental aids: Science Melting point: The melting point of a substance is the

temperature at which the substance changes from a solid to a liquid. Ice changes to a liquid at its melting point of 0°C.

Boiling point: The boiling point of a substance is the temperature at which the substance changes from a liquid to a gas. Water changes to steam at its boiling point of 100°C.

Magnetism: Magnetic substances are attracted to strong magnets. Iron nails are magnetic, but wooden toothpicks are not.

This might be a portion of a student’s journal that contains the definitions and specific examples of important science terms. These particular definitions includes examples of the properties of matter which are assessed in all grades and would not be allowed for any science assessment. These may be exact questions on the test and would constitute a source of direct answers.



Examples of ALLOWABLE supplemental aids: Science

This portion of a students science journal also contains information about the properties of matter and would be allowed at all grade levels in science. The student is now required to apply the pictorial representation of the term to questions to determine the correct answer.



Examples of NON-ALLOWABLE supplemental aids: Math

This example of a translation would not be allowed for grades 4 through 8 since the TEKS at these grades require students to identify and graph translations. This could be a source of direct answers.Translations are not specifically tested at grades 9 and up, so this would be allowed if requested, but might be confusing.Translations are not tested at gr. 3 so this would not be useful and could be confusing for a student.



Examples of ALLOWABLE supplemental aids: Math

This is a portion of a student’s mathematics journal. The student has shown a person “sliding” down a hill as his definition of a translation. This is not a source of direct answers and would be allowed at any grade.




This example of a place value chart would not be allowed for grades 3 -5 since the TEKS require students to use place value to read and write numbers. By including numerals, this is a source of direct answers. Place value is not specifically tested at grades 6 and up, so this chart would be allowed although it might be confusing to students.




By removing the numerals, this place value chart becomes a tooland would be allowed at any grade.




This example demonstrates the division process. Because it gives examples and could be a source of direct answers, it would not be allowed at any grade.




Divide Multiply Subtract Bring down

Dad Mom Sister Brother

By using a mnemonic device for the steps of division, the student is required to understand the process but is given a tool to remember it. This would be allowed at any grade.



Examples of ALLOWABLE supplemental aids: Other Blank graphic organizers List of general strategies (e.g. read the

story, answer the questions using information from the story, take a break)

Definitions without specific examples Punctuation and grammar rules without

specific examples



Exit Level TAKS: Math

Katie Kieso Example


Wordahead/Vocabahead: Video, audio, print definition of most SAT words

YaKiToMe: Free text to speech with a shared database of books already converted to text to speech

www.readplease.com – free text to speech Audacity: Free podcasting Bubbl: Develop graphic organizers online Lexipedia: Word associations Teacher Vision: Paper version of graphic organizers TECH TIP – Zamzar: Convert videos from

www.teachertube.com to your own movie file

Using Technology

http://www.readplease.com/

http://www.teachertube.com/


http://www.sparknotes.com/ Study guides with ready-made summaries, character lists, analysis, chapter summaries, etc. Hint: encourage student to practice reading summaries (Fluency instruction), then podcast their own summaries through audacity. Or, cut and pasted summaries into YaKiToMe for listening support to help prime background knowledge.

Using Technology

http://www.sparknotes.com/


TECH TIP – www.Wikispaces.com: How to start a WIKI

http://www.mywebspiration.com/ : Online visual thinking tool

http://bookbuilder.cast.org/: Develop and borrow free e-books

http://udleditions.cast.org/: Free digital media to engage all students

http://tarheelreader.org/: easy to read and accessible books for all students

Using Technology

http://www.wikispaces.com/

http://www.mywebspiration.com/

http://bookbuilder.cast.org/

http://udleditions.cast.org/

http://tarheelreader.org/


How to install to your quick bar: Click the Microsoft Office Button , and then

click Word Options. Click Customize. In the list under Choose commands from,

click All Commands. Scroll through the list of commands until you see

AutoSummary Tools. Click AutoSummary Tools, and then click Add. The AutoSummary Tools button now appears

in the Quick Access Toolbar.

Microsoft Word:Auto Summary


Foldables Accommodation Usage: an alternate to

traditional note-taking formats. Foldables allow students to record information using an interactive model.

Foldables are 3-D paper constructions that allow learners to record and process new words and concepts in a hands-on and kinesthetic way.


http://wrhs.pasco.k12.fl.us/wordpop/WordPOP/Foldables.html

http://www.catawba.k12.nc.us/c_i_resources/foldables.htm

http://pages.sbcglobal.net/cdefreese/foldables/

Foldables – Web Resources







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