instructional strategies

Instructional Strategies Demonstration:

Instructional Strategies Demonstration By: Beverly Barnhart SPED 501 Spring 2011

Introduction :

Introduction The following presentation includes Instructional Strategies that align with the California Content Standard Functional Performance Indicator (FPI) in English Language Arts and Math. The instructional approach presented includes a multi-modal approach of Direct and Systematic Instruction, Modeling, Visual Supports and Prompting to teach students with moderate to severe disabilities to complete a series of tasks and ultimately work independently.

Instructional Strategies:

Instructional Strategies Direct and Systematic Instruction - Consistent communication between teacher and student creates the foundation for the instructional process. Systematic instruction is particularly helpful in strengthening essential skills such as organization and attention Modeling - Typically, teacher’s model strategy use for students, including thinking aloud through the problem-solving process, so students can see when and how to use a particular strategy and what they can gain by doing so.

Instructional Strategies cont…:

Instructional Strategies cont… Visual Supports - According to Snell & Brown (2011), “object and picture symbols have been demonstrated to be highly effective especially for students whose verbal understanding or expression is limited” Prompts – Used to increase instruction where as the student will make the correct response. May consist of pictures, words, verbal models of direction, physical models or physical guidance (Snell & Brown, 2011).

English Language Arts Content Standards Addressed :

English Language Arts Content Standards Addressed Standard 4 - Classify grade appropriate categories of words FPI 4.5 - Student will match object/letter/written words to picture Standard 20 – Describe people, places, things, locations and actions FPI 20.1 – Student will identify differences in objects (e.g., size color, shape)

Example I:

Example I Teacher will physically and verbally show/tell student where the knife goes and where the spoon goes. For instance, such as showing the student the ‘”spoon” and verbally saying “spoon” the teacher will place it in the designated container then teacher will ask student to place spoon/fork in appropriate container. Visual cues (icons) are present along with words of the item. Teacher can also perform hand over hand to assist student in placing appropriate item in correct container.

Example II :

Example II In order for students to distinguish between differences in objects, they will place appropriate item in corresponding container. Teacher will verbally explain differences between sizes of objects then place with corresponding words. Direct Instruction, modeling and prompting will be utilized to initially show student how to complete the task.

Mathematics Content Standards Addressed :

Mathematics Content Standards Addressed Standard 1 – Count, recognize, represent name, and order a number of objects FPI 1.9 – Student will sequence numbers Standard 7 – Solve problems using combinations of coins and bills FPI 7.4 - Student will match coins/bills to written amount

Example I:

Example I In order to teach sequencing of numbers student will be instructed with direct instruction with verbal prompts as well as physical prompts, to place numbers in numerical order in the container Corresponding numbers can also be written in the container for matching

Math Standard Example II :

Math Standard Example II Students will match coins and bills to written amount and place in appropriate container

Objective of Activity:

Objective of Activity Task Galore Independent Work Stations Many students with special needs do not learn by traditional methods they require movement or sensory input while processing and learning new information. The previous activities shown enable students to work independently through a series of task that also emphasizes functional academics.

Independent Task Workstations :

Independent Task Workstations Once students know how to do the specific tasks included in this presentation they will be able to do a circuit of these tasks independently Providing learning experiences that require physical movement or some sort of motoric manipulation can displace inattention and distractibility (Eckenrode, Fennell & Hearsey, 2003)

Independent Task Workstation in the Classroom :

Independent Task Workstation in the Classroom

Materials for Independent Work Stations:

Materials for Independent Work Stations The ideas and tasks presented in this presentation were developed by Task Galore which is a company that helps teachers, parents and therapist with creative ideas at providing students with special needs tasks that teach Fine Motor Skills, Readiness, Language Arts, Math, Reasoning, and Play. My master teacher has a center where the student goes through a circuit doing various task as shown in the presentation. These photos shown are placing video cassette in correct box and pencils that student distinguishes between sharpened and unsharpened with icons and corresponding words.

Work Cited :

Work Cited California Department of Education STAR CAPA Blueprints . Retrieved March 30, 2011, from, http://www.cde.ca.gov/ta/tg/sr/capa.asp National Dissemination Center for Children with Disabilities, Explicit and Systematic Instruction. Retrieved March 30, 2011,from http://www.nichcy.org Snell, M.E., & Brown, F.B. (2011). Instruction of students with severe disabilities (7th ed.). Boston Eckenrode, L., Fennell, P. & Hearsey, (2003). Retrieved March 30, 2011, from, www.taskgalore.com