Instructional Strategies for the Moderate and Severe Classroom

Instructional Strategies for the Moderate and Severe Classroom: Systematic Instruction:

Instructional Strategies for the Moderate and Severe Classroom: Systematic Instruction Author: Sara Giorgi Azusa Pacific University Spring 2011

What is Systematic Instruction?:

What is Systematic Instruction? Systematic instruction, sometimes called “strategy instruction,” refers to the strategies students learn that help them integrate new information with what is already known in a way that makes sense and be able to recall the information or skill later, even in a different situation or place. http://www.nichcy.org/Research/EvidenceForEducation/pages/MathExplicitSystematicInstruction.aspx Instructional Strategies for the Moderate and Severe Classroom.ppt

Why Systematic Instruction works:

Why Systematic Instruction works Teachers need to model the strategy use for students Students need to think aloud through problem solving process Students need to know when and how to use the strategy Students need to know what they will gain by using the strategy Helps students build organizational and attention skills

Tips for Using Systematic Instruction::

Tips for Using Systematic Instruction: Memory Devices ( e.g., a first-letter mnemonic created by forming a word from the beginning letters of other words); Steps to instruction in everyday language and beginning with action words Steps are written in order to help students gain an understanding of how strategy can be broken down one step at a time

What Does Systematic Instruction Looks Like in the Moderate to Severe Classroom::

What Does Systematic Instruction Looks Like in the Moderate to Severe Classroom: Using Systematic Instruction while addressing the California Content Standards Functional Performance Indicators in two subject areas ( Math and Science), I will demonstrate effective use of Systematic Instruction as a teaching strategy in the Moderate to Severe Classroom.

Math Standard to be addressed while implementing Systematic Instruction::

Math Standard to be addressed while implementing Systematic Instruction: Math Math Standard 16 CAPA level2-5 Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit FPI 16.6 Student will sequence object by attribute(s) ( i.e., smallest to largest, least porous to most porous)

Science Standard to be addressed while implementing Systematic Instruction::

Science Standard to be addressed while implementing Systematic Instruction: Investigation and Experimentation Science Standard 1 CAPA level 1-5 Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight) FPI 1.8 Students will describe one common attribute between two objects

Teaching the Lesson:

Teaching the Lesson Students will participate in a science experiment using the Scientific Method to answer the hypothesis: Which rocks are the most porous and which rocks are not? http://www.sciencefairadventure.com/Thirsty_Rocks.aspx

Using the Scientific Method Chart :

Using the Scientific Method Chart State the Problem: Which rock will suck up the most water? Research Your Problem: The three rock I will test:granite,pumus,limestone. Formulate Your Hypothesis: (What is your best guess?) I think the granite will hold the most water.

Scientific Method Chart cont..:

Scientific Method Chart cont.. Develop a Plan: Students get the materials that were put out by the teacher. Draw and label them in their journals and poster boards. Test the Hypothesis: Students use the rocks and performs the necessary steps in the experiment.

Scientific Method Chart cont..:

Scientific Method Chart cont.. Interpret the Data: Discuss the results that took place. State Your Conclusion: Now check to see if your hypothesis was right. http://www.education.com/reference/article/Ref_What_Scientific/

Post Experiment Discussion Questions:

Post Experiment Discussion Questions Look at the demonstration your teacher has set up. Describe what you see. State the problem What do you think makes one rock absorb more water than the others? Question What made the granite absorb the most water? State your conclusion

Pictures Of Rock Experiment:

Pictures Of Rock Experiment Measuring water level 1/ 2 Place rocks into water 3. Recording water levels (start of experiment- black line) 4/ Recording water levels (after rocks were put in –red line) timer started for 30 min.

Pictures continued…:

Pictures continued… 5. 6. Removing rocks and measuring water levels for final results. “Thirsty Rocks”: Students organized, created, and posted results on display boards using the Scientific Method.

Works Cited:

Works Cited http://www.nichcy.org/Research/EvidenceForEducation/pages/MathExplicitSystematicInstruction.aspx Instructional Strategies for the Moderate and Severe Classroom.ppt http://www.sciencefairadventure.com/Thirsty_Rocks.aspx http://www.education.com/reference/article/Ref_What_Scientific/ http://www.cde.ca.gov/ta/tg/sr/capablueprints.asp Snell, M. E. (2006). Instruction of students with severe disabilities. (6th ed.) New Jersey: Pearson Education, Inc.