Embed Size (px)
Citation preview
Session 8Teaching Academic Skills
Updates
• Teaching Simulations Due: • Today
• Next Week 3/2
• 3/9
• Finals Week (3/16)- Assistive Technology Lab with Dr. Sennott at ED 208
Today’s Agenda
• Review for Quiz
• Discussion
• Questions Regarding Instructional Plans?
• Look at Links Curriculum
• Universally Designing General Education Curriculum Activity
Review for Quiz
“Rules to scheduling reinforcement when planning instruction (from
Snell & Brown, 2011”1. During acquisition stage of learning
more instances of behavior should be encouraged by the continuous provision of small amounts of contingent reiforcement (e.g., a smile and task-specific praise, fulfilling a request, “high five”, or “Yes!”) instead of large amounts of reinforcement given less often.
Rule #2
2. After a higher rate or more accurate behavior has been established, reinforcers should be faded slowly from a continuous to a fixed schedule, which requires more behavior for each reinforcement.
This will strengthen the behavior as the student learns to tolerate periods of nonreinforcement instead of abruptly giving up & not responding when reinforcment is not forthcoming
Rule #3
• Because students may learn to predict when reinforcement will occur, uneven patterns may result (e.g., rewarded for cleaning every Friday…won’t clean until Friday…vs random spot checks), so switch to a variable schedule
• based on average of every fifth time, but may occur after 2nd behavior or 10th behavior…student doesn’t know so continues working hard!
Rule #4
• Reinforcers must be assessed periodically so that they continue to be reinforcing to the student.
• Wise to offer students the opportunity to choose their reinforcer from a group of preferred activities/items.
Rule #5
• Reinforcers must be suited to student’s chronological age, the activity, and the learning situation.
• Aim for replacing less appropriate reinforcers with ones that have more availability in the natural environments encountered by the student.
Rule #6
• The more immediately a reinforcer is presented following the peformance of the behavior, the greater will be its effect.
Participation PlanTime Activity
(What General Education Students are Doing in the Class)
How to Support
How Student Participates
8:30-9:00(Social Studies)
Listening to Lecture on Social Studies Topic
Provide Guided Notes that include pictures with text of big ideas
Follows along and answers questions by pointing to his guided notes about main points when teacher calls on him
9:00-9:20 Class reads textbook silently or within small groups
Provide him with adapted reading with main points
Answers “Wh” questions within small group
9:35-10:20(Math)
Class learns new math concept and practices computation using this concept
Provide manipulatives and/or assistive technology
Answer modified questions focused on identifying double-digit numbers & using a calculator
Evidenced-based Practices
Evidence-Based Practices by UDL AreaRepresentation Expression Engagement
Evidence-Based Practices by UDL AreaRepresentation Expression Engagement
Visual Strategies(Picture Symbols/Schedules)
Augmentative Communication
Social Narratives/Power Cards
Video Modeling Functional Communication
Training
Reinforcement
Modeling/Prompting Time Delay Peer-mediated intervention
Naturalistic Interventions
Discrete Trial Training
Self-management
Task Analysis- Chaining
Pivotal Response Training
Naturalistic Interventions
Structured Work Systems/Activities
Response Interruption
Discrete Trial Training v. Pivotal Response Training
• ABC sequence- Same
• DTT- Reinforcer provided after completion of task
• PRT- Reinforcer guides the task and is delivered based on objective of activity
Discrete Trial TrainingCue(opportunity to respond)
Response/Behavior
Consequence Pause
DTT T provides instructional cue (prompting may be needed)
Student Responds
Teacher praises and give child a positive reinforcer
There is a pause
EX 1. Student indicates interest in chips
2. Teacher says “Give me a car”
Student gives car to teacher
Teacher praises student and gives student a chip
Student eats chip and teacher waits a few seconds before next cue
http://www.youtube.com/watch?v=cp_gzUTCm8g&feature=mfu_in_order&list=UL
Example of PRT Session(expressive language lesson)
Cue Response Consequence Pause
Child reaches for toy car. Teacher holds car and says “car.”
Student says “ca” Teacher gives child car and lets him push the car down the track as a reward for requesting
Child continues playing with, while the teacher observes and prepares for the next cue.
Example of PRT Session(play and social interaction lesson)
Cue Response Consequence Pause
Child reaches for car on the track, child wants to spin wheels. Teacher holds car and says “Do this.”
Child imitates the teacher’s action and pushes car.
Teacher lets child hold the car and spin the wheels as a reward for responding.
Child continues to play with car, while teacher observes and prepares for next cue.
CueControl is shared
• Child chooses toy or activity• Turn-taking
Cue is Clear and Related to the chosen activity• Cue clear and uninterrupted• Child must attend to the cue
Maintenance skills are interspersed• Tasks that student IS capable of doing with success• 50% of cues elicited are maintenance skills
Response
Reponses are verbal or non-verbal
– Expressive language (“say” something)
– Physical action (do something)
Response is related to the activity
– Must have something to do with the chosen
activity
Consequence Reinforcement is clear
– Reinforcement is immediate– Child clearly receives reinforcement– Reinforcement only follows an appropriate response
Reinforce attempts– Any response judged appropriate within the context of the
activity should be reinforced
Reinforcement is direct– Reinforcer is a natural consequence to the behavior being
rewarded
Pause
Child is observed and evaluated– Observe:
• Level of motivation with toy or activity• Behavior- engaged, continued interests• Level of language and play skills displayed
– Targeting appropriate language – Targeting appropriate play– What’s the next step?– Model next step/skill for language and play
Preparing for your PRT Session
• Pre-Plan Activities– Provide wide selection of motivating activities and toys– Place toys out of reach
• Large tub/bin with lid
– Work with other specialists to consider all needs of student
– Consider sensory-based activities/items to teach student to request appropriately to meet their needs
24
Self-determinationIndependence, Interdependence,
Opportunities to Act
-e.g., Goal setting, choice-making, self-management
Assistive TechnologyOperational CompetenceMulti-modal expression
e.g., How to use devices, low & hi tech options
Personal RelevanceRelated to individual needs
e.g., social skills, daily living, vocational
Pivotal SkillsImportant to learning across content
areas e.g., selecting from a field of 4, using asking /answering “Wh” questions, sequencing events, using graphic
organizers
Grade Level Content
Standards
Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)
Discussion
• Meta-analyses on Reading & Math
• Social Narratives
• Incredible 5-point Scale
• Self-management
Questions Regarding Instructional Plans?
Think About A Unit or Lesson from a Course You Teach or Co-
Teach
• Start small and build over time• Focus on things that need the most
improvement• (It’s hard to change your routine
approaches!)
Analyzing a Unit or Lesson
1. What is the content & What content is most difficult for students?
2. What do I do to present information?
3. What do I expect students to do?
4. How do I assess students’ learning?
What are the Desired Outcomes or Goals?
• What are the key goals or outcomes? (often tied to Common Core State Standards [CCSS])
• Think about important aspects of the course and why you organize it that way…
• Use the Unit/Lesson Re-Design Worksheet
Unit/Lesson Re-Design Worksheet
Key Goals/Outcomes(Often tied to CCSS)
What I Do Now
What I Want Students to Do to Demonstrate Learning
Applying UDL:Representation of Content
Applying UDL:Student Actions/Expression
Applying UDL:Student Engagement/Motivation
Examples for a Biology Class• Presenter: Dr. Dawn Tamarkin, teacher of
Biological Sciences at Springfield Technical Community College, Springfield, MA
• Examples for re-design of her course– Representation of information
– Students’ actions/expression
– Students’ engagement & motivation
– Combining the UDL Guidelines to teach complex concepts
See your copy of the Universal Design for Learning Guidelines
• UDL Guidelines Graphic Organizer.pdf• (http://www.udlcenter.org/aboutudl/
udlguidelines/udlguidelines_graphicorganizer)
• Think about how these guidelines are applied in each of Dawn’s examples
• Starts with re-design of methods of representation
What do You Do Now to Present Information?
• Draw/write on board? Talk about content? Show videos?
• How much content do you present at one time? • Do you give real-life examples/applications of
content?
• Expect students to read text?• Expect students to search internet?
• Move around & have students move around?• Have students work in groups & learn from each
other?• UDL: Applications in Biology 1
Unit/Lesson Re-Design Worksheet (Example)Course/Lesson __Biology 1_____________________ Instructor/s ___Dawn__________________________Date _Nov. 6, 2014________________________
Key Goals/Outcomes(Usually tied to CCSS)
What I Want Students to Do to Demonstrate Learning
What I Do Now Applying UDL:Representation of Content
Applying UDL:Student Actions/Expression
Applying UDL:Student Engagement/Motivation
Identify the components of a cell and their functions
Show the components of a cell and identify their functions
Give students opportunities to look at cells through a microscope and draw cell and its parts;Talk about the functions of each part
Provide manipulatives to represent cell parts
Students use manipulatives to show cell parts and use table-top models to assist in drawing
Students enjoy manipulating the models;More success in drawing
Think About Multiple Means of Representation
• Will you show real examples of concepts rather than just describe?– Real, concrete examples or demonstrations– Pictures or graphics– Video examples and video modeling
• Will the words, vocabulary, symbols be clear and consistent?
• How much information will you present at one time? (Will you avoid information overload?)
• How will you combine modes of representation?• Will students have multiple ways to access the
information?
What do you expect students to do?
• What tasks require visual observance?
• What tasks require motor skills/dexterity?
• What tasks require listening or conversation?
• What tasks require a specific sequence of multiple steps?
• UDL Applications in Biology- Part 2
Unit/Lesson Re-Design Worksheet (Example)Course/Lesson __Biology 1_____________________ Instructor/s ___Dawn__________________________Date _Nov. 6, 2014________________________
Key Goals/Outcomes(Usually tied to CCSS)
What I Want Students to Do to Demonstrate Learning
What I Do Now Applying UDL:Representation of Content
Applying UDL:Student Actions/Expression
Applying UDL:Student Engagement/Motivation
Study content following class Use lab equipment accurately & safely
Take notes & review notes
Use the microscope
Lecture & draw models
Expect students to use microscope alone or with one partner and to help their partner; Spend more time with students with special needs
Use interactive whiteboard to demonstrate & provide notes from whiteboard
Use teacher’s notes (from copy made from interactive whiteboard) & review others’ notes (all students post notes on line) All students in groups of three and all students help their partners
Students have accurate notes and drawings to review
Students share responsibility for helping partners
Think about multiple means of action and expression
• Will you provide choices of modes of expression? (speak, write/draw, use technology, demonstrate with concrete objects, role play, etc.,)
• Will the possible modes of expression build on students’ strengths & preferences?
• How will you provide adequate practice?
What complex concepts require a students to combine comprehension,
executive function and self-regulation?• For example -
• What tasks require a specific sequence of multiple steps?
• What tasks require students to remember and apply information across different examples?
• UDL: Applications in Biology- Part 3
Unit/Lesson Re-Design Worksheet (Example)Course/Lesson __Biology 1_____________________ Instructor/s ___Dawn__________________________Date _Nov. 6, 2014________________________
Key Goals/Outcomes(Usually tied to CCSS)
What I Want Students to Do to Demonstrate Learning
What I Do Now Applying UDL:Representation of Content
Applying UDL:Student Actions/Expression
Applying UDL:Student Engagement/Motivation
Understand complex, multi-step biological concepts, such as transport across the cell wall
Identify whether or not various substances will transport across the cell wall
Provide a written set of 4 questions to use to determine whether a substance will transport across the cell wall
Provide a graphic organizer to clarify the multi-step process of using the 4 questions (Add accommodation: Provide visual picture sequence of steps for student with extensive support needs)
Use a series of steps (4 questions) as shown in the graphic organizer to analyze problems of transport across the cell wall
Less frustration, more successful engagement
Think about multiple means of engagement and motivation
• How will you get students’ interest?
• How will you show students’ the relevance of the content to their lives?
• How will you provide positive feedback?
• How will vary demands to optimally challenge each student?
• How will you support self-assessment & reflection?
Apply the Re-Design Process to a Unit or Lesson
• Work in small groups of 2 or 3
• Use the units or lessons you brought today or think about specific units or lessons that you teach
• Use the blank worksheet to apply the re-design process to at least one lesson component relevant to a course for each member of your group
• Identify one example to share with the large group
• Large group sharing and discussion
