Credential of Competency
for Paraeducator
sStandard #
4: Instructional Strategies
Pennsylvania Training and Technical Assistance Network (PaTTAN)March 18, 2008
Local Policy
Your local district’s policies regarding Paraeducator job pdescriptions, duties, and responsibilities prove the final word!
Agenda
• Introduction, learner outcomes and definitions
• Basic instructional and remedial strategies and materials
• Assistive technology for individuals with exceptional learning needs
• How students learn reading• How students learn mathematics
Standard # 4 Knowledge Areas• K1 Basic instructional and remedial
strategies and materials• K2 Basic technologies appropriate to
individuals with exceptional learning needs
• K3 How students learn reading• K4 How students learn mathematics
Standard # 4 Skill Areas
• S1 Use strategies, equipment, materials, and technologies, as directed, to accomplish instructional objectives
• S2 Assist in adapting instructional strategies and materials as directed
• S3 Use strategies as directed to facilitate effective integration into various settings.
• S4 Use strategies that promote the learner’s independence as directed.
• S5 Use strategies as directed to increase the individual’s independence and confidence.
Learner Outcomes
Participants will be able to: • List principles of effective instruction.• Identify basic instructional strategies. • Discuss issues related to using appropriate
assistive technology with students in special education programs.
• Describe the “big ideas of reading instruction.”
• Describe how students learn mathematics.
Basic Instructional and Remedial Strategies and
Materials
Basic Terms
• Instructional Strategies support students’ acquiring knowledge or skills.
• Effective Instruction means knowing how to approach a task, what we want to teach within that task, and the most effective ways for a student to learn.
Instructional Strategies
Examples of Instructional Strategies
• Antecedents• Reinforcement • Scaffolding• Modeling• Shaping• Wait time
• Active student responding
• Grouping • Instructional
Prompts• Skill
Generalization
Instructional Strategies
Antecedents -
• What actions or events that occur before a behavior
• Used to set a child up for success• Examples include:
• Structuring the environment• Setting clear expectations• Avoiding “triggers” for negative behaviors
Instructional Strategies
Reinforcement –
A consequence for a behavior or activity that increases the likelihood that the behavior will occur again.
As an instructional strategy, specific feedback increases the likelihood of another correct response or a response closer to the desired response.
Instructional Strategies
Scaffolding -
Interactions with students in which an adult guides and supports the student’s learning by building on what the student is able to do.
Instructional Strategies
Modeling –
The strategy of teaching a child to do something by demonstrating the task.
What something looks like or sounds like.
Instructional Strategies
Shaping -
The strategy of accepting closer and closer approximations of a behavior until the correct response is demonstrated.
Instructional Strategies
Wait time -
Providing sufficient time between when a question is asked or a request is made and when the student responds.
Instructional Strategies
Active Student Responding -
Occurs each time a student makes a detectable response to ongoing instruction
Instructional Strategies
Flexible Grouping –
The strategy of grouping students according to the intended outcome of the lesson.
Groups should be flexible and changing.
Instructional StrategiesInstructional Prompts –
Types:• Verbal prompt• Pictorial prompt• Gestural prompt• Model prompt• Partial physical prompt• Full physical prompt
Instructional Strategies
Instructional Prompts (cont.)
Fading Prompts:
• As the student acquires skill with prompts, decrease the level of assistance you provide.
• Use the prompt hierarchy to gradually withdraw support until the student becomes independent.
Instructional Strategies
Skill Generalization -
Allows the student to use a skill in more than one setting and/or with different people.
Instructional Strategies
Skill Generalization (cont.) -
After the student has learned the skill in one environment:
• gradually fade out reinforcement for correct skill performance.
• provide practice opportunities in a variety of settings and with a variety of different people.
Assistive Technology For Students With Learning Needs
Instructional vs. Assistive TechnologyAssistive Technology
(AT). . .• is for students who
have functional access needs.
• Consideration of need for AT tools required by IDEA.
• If required by the student’s IEP to access his/her curriculum, AT tools are not optional.
Instructional Technology. . .
• does not require an IEP.
• may be selected by a teacher to enhance and expand the educational experience.
• use as a teaching tool is optional.
What is Assistive Technology?
• Assistive Technology Device: any item, piece of equipment, whether acquired commercially off the shelf, modified or customized, that is used to “increase, maintain, or improve functional capabilities of individuals with disabilities” (IDEA ‘04, Section 602)
• Assistive Technology Services: any service that “directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device”
And that means…..
Assistive Technology can be any tool that helps to accommodate a
student’s needs
When does the student need to use AT?....
When student needs to:
• communicate: question, answer, repeat, tell• turn on, click, highlight, point to• write, type, check off• read, look at, see, comprehend, define• listen to, process, find• walk, change classes• interact with, remember
Assistive Technology
No/Low Tech
Mid Tech High Tech
*Simple*Little Maintenance*Limited/No Electronics
*Some Maintenance*Some training*More Electronics
*Complex Electronics*More training*More Maintenance
AT Continuum from No/Low Techto High Tech
No/Low Tech
Mid Tech
High Tech
When you need help with AT….
Tell somebody !!!
Regular InstructionalTechnology also comes with benefits….
How Students Learn to Read
Literacy Development
Language and reading/writing are NOT age or grade dependent.
We need to teach students from where they are, building on what they know, along the steps toward where they need to be.
“Language is natural; reading is not.”
Building Literacy Skills
• Storybook Reading (reading, listening)
• Print Awareness (book knowledge)• Language Play (songs, poems)
The Five Essential Components of Reading
Instruction( 5 Big Ideas)
Phonemic Awareness
Phonics
Fluency Vocabulary
Comprehension
The Five Big Ideas of Reading Instruction
Phonemic Awareness
Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words
Phonemic AwarenessSkills
Less Complex to More Complex
RhymingSentence SegmentationSyllable Blending & SegmentationOnset-rime blending & SegmentationBlending & Segmenting Individual PhonemesPhoneme Deletion & Manipulation
Elkonin Boxes:Hearing Sounds Activity
Phonemic Awareness
Phonics
Fluency Vocabulary
Comprehension
The Five Big Ideas of Reading Instruction
Phonics
Phonics instruction teaches children the relationships between the letters of written language and the individual sounds (phonemes) of spoken language.
Phonics Skills
Letter-Sound Correspondence
Irregular Word Reading
Reading in Texts
Regular Word Reading
Advanced Word Analysis Skills
Adapted from Reading and Language arts (2002)
Elkonin Boxes:Words Activity
Phonemic Awareness
Phonics
Fluency Vocabulary
Comprehension
The Five Big Ideas of Reading Instruction
Fluency
The ability to read text with speed, accuracy, and expression.
Take a Deep Breath
.nworb emoceb seye eht, detisoped sitnemgip elbaredisnoc fI .roloc evitinifed stisemussa siri eht ,ecafrus roiretna eht noraeppa ot snigeb tnemgip eht sA .rolocyarg-etals ro hsiulb a fo tceffe eht gnivigyllausu, eussit tneculsnart eht hguorht swohs reyal tnemgip roiretsop ehT .siri ehtof ecafrus roiretna eht no tnemgip on ro
elttil si ereht htrib tA.
Fluency Skills
• Automatic recognition of words• Speed• Accuracy• Expression
Modeling Fluency
What do we know of these people who lived so long ago? Today, archeologists call these people Mound Builders. This general category includes various groups of Native Americans who lived at different times and had different cultures.
Sample ActivitiesFluency
• Repeated Reading with a purpose
• First time reading to familiarize • Second reading to identify storyline, make
predictions• Third reading to build speed, accuracy, and
expression
Sample ActivitiesFluency (cont.)
• Guided Oral Reading (with corrective feedback)
• Read Aloud (with teacher modeling)• Shared Reading (teacher/student)• Taped Reading (listening and following
along with the text)
Phonemic Awareness
Phonics
Fluency Vocabulary
Comprehension
The Five Big Ideas of Reading Instruction
Oral and ReadingVocabulary
Learning, as a language-based activity, is fundamentally and profoundly dependent on vocabulary knowledge.
(Baker, Simmons, & Kame’enui, 1998)
Vocabulary Activities
• Definition Mapping• Frayer Model• Semantic Mapping
Vocabulary: Definition Mapping
What is it? Definition What is it like?
What are some examples?
The Word ™
Vocabulary: Definition Mapping
rodent
What is it? Definition What is it like?
What are some examples?
The Word ™
Vocabulary: Definition Mapping
mammal
rodent
What is it? Definition What is it like?
What are some examples?
The Word ™
Vocabulary:Definition Mapping
mammal
rodent
2 sharp front teeth
Gnaws on hard objects
Smooth, short fur
What is it? Definition What is it like?
What are some examples?
The Word ™
Vocabulary:Definition Mapping
mammal
rodent
2 sharp front teeth
Gnaws on hard objects
Smooth, short fur
mouse rat squirrel
What is it? Definition What is it like?
What are some examples?
The Word ™
Vocabulary:Frayer Model
Word
Definition
Examples Non-examples
Characteristics
Vocabulary:Frayer Model
WordPolygon
DefinitionA mathematical shapethat is a closed plane
Figure bounded by 3 orMore line segments.
ExamplesHexagonSquare
TrapezoidRhombus
Non-examplesCircleCube
SphereCylinder
Cone
CharacteristicsClosed
Plane FigureMore than 2 straight sides
2-dimensionalMade of line segments
Vocabulary:Semantic Mapping
Phonemic Awareness
Phonics
Fluency Vocabulary
Comprehension
The Five Big Ideas of Reading Instruction
Comprehension
Comprehension is the ultimate goal of reading. It involves extracting ideas from text and integrating them with relevant prior knowledge in order to construct meaning.
Comprehension Skills
• Primary Grade Skills (K-3)• Literal comprehension• Sequencing• Summarization
Comprehension Skills
• Skills Grades 4-12• Connecting ideas within the reading• Comprehending complicated sentences• Critically reading passages
Comprehension Activities
• Prereading• During reading• Postreading
Comprehension:Prereading Activities
• Preview the text• Make predictions• Connect to prior knowledge
Comprehension:During Reading Activities
• Stop periodically and summarize what you have read.
• Focus on the main idea and supporting details in each paragraph.
• Visualize
Comprehension:After Reading Activities
• Delete trivial information• Delete redundant information• Use single category labels to replace a
list of smaller items/actions.• Summarize paragraphs
Phonemic Awareness
Phonics
Fluency Vocabulary
Comprehension
The Five Big Ideas of Reading Instruction
How Students Learn Mathematics
How Students Learn Mathematics
• Goals for Students• Five Content Standards• Five Process Standards• Effective Mathematics Instruction• Five Strands of Proficiency
Goals for Students
• Learn to value mathematics• Become confident in their ability to do
mathematics• Become mathematical problem-solvers• Learn to communicate mathematics• Learn to reason mathematically
Content and Process
Content Process
Complete Mathematics Curriculum
Five Content Standards
• Numbers and Operations• Measurement• Geometry• Algebraic Concepts• Data Analysis and Probability
Five Process Standards
1. Problem-solving2. Reasoning and Proof3. Communication4. Connections5. Representation
Basic Idea in Math
Mathematics makes sense!!
What do we mean by “making sense?”
Let’s look at Handout #13
Effective Mathematics InstructionFunction of three elements:1. Teacher’s knowledge and use of
mathematical content2. Teacher’s ability to work with diverse
learners3. Students engagement in and use of
mathematical tasks
Effective Mathematics InstructionHighly Effective Teaching Strategies:• Explicit teacher modeling• Ensuring a quick pace with varied
instructional activities and high levels of engagement
• Student verbal rehearsal of strategy steps• Provide corrective feedback
Five Strands of Mathematical Proficiency
• Understanding Concepts• Using Procedures quickly, accurately,
and appropriately• Applying Strategies to various problems
and situations• Developing Reasoning Skills • Seeing Math as Sensible, Useful and
Worthwhile
Learner Outcomes
• Participants will be able to: • List principles of effective instruction.• Identify basic instructional strategies. • Discuss issues related to using appropriate
assistive technology with students in special education programs.
• Describe the “big ideas of reading instruction.”
• Describe how students learn mathematics.
Standard #3 Rescheduling
Because of bad weather:
February 12, 2008 rescheduled for
May 13, 2008
YOU MUST RE-REGISTER!!!!