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Teaching the Curriculum - Part 2 Instructional Strategies PowerPoint Created by [email protected] www.styer-fitzgerald.com
Ø Learn the teaching procedures incorporated in the lessons
Ø Collect and review ongoing data
Ø Use data to run reports, create, and update IEPs
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Training Objectives
Assess each student
Assign suggested programs
Manage Programs
Collect ongoing
progress data
Teach Curriculum
Lessons
Use components to run reports, create, and update IEPs
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Process of Implementation
For this section of thetraining, you will need:
ØYOUR TEACHING MATERIAL KIT
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ØLAPTOP OR TABLET
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Teaching Strategies
Ø Suggested Programs begin with the lesson that is one skill level
higher than the student’s assessed PLOP.
Ø A few content areas are not sequenced.
Ø Use your knowledge of the student to decide which content area
or areas to begin teaching.
Ø Certain programs in a content area are best taught together.
Ø Some content areas should be taught in combination.
Ø Plan for generalization!
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Tips and Reminders
ØProvides fundamental information on best practices on specific procedures vital to student success
ØProvides structured ABA strategies to teach life skills in the classroom as well as in the community
ØContains strategies for generalizing skills from the classroom setting to the community
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Program Templates
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Cross-Reference Chart
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Teaching the
Curriculum
When students are expected to learn a lot of new information at the same time, they can experience more failures.
To avoid this…Ø Break tasks down into manageable components (individualize).
Ø Teach one new component at a time to increase success and limit failure and frustration.
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Teach one newcomponent at a time
The objective of errorless learning is to teach a new skill and to ensure that the student is successful.
Errorless learning also presents more opportunities for the student to experience success and therefore may increase student engagement.
Two common ways to use errorless learning:
Ø Block an incorrect answer to ensure the student is able to experience responding correctly.
Ø Teach new skills within the context of firm skills.
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Errorless Learning
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Errorless Learning
Students benefit from repeated exposure to a new concept.
Ø Repeat new information in a variety of different contexts.
Ø Repeat information frequently.
Ø Repeat areas of difficulty within the context of firm skills.
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Repetition
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Learning a new skill
Prompt Ø Correct Response Ø Reinforce
OR
Prompt Ø Incorrect Response Ø Correction Procedure
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Teaching Methodology
Ø Discrete Trial— One-to-one or small group direct instruction. Set up as Probe on UnitusTI.
Ø Task Analysis— Learning to do a task in a natural setting.
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Lesson Plan Formats
Prompts come from the teacher.
For Example, the teacher asks,
“What time is it?”
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Discrete Trial Instructions
Ø If the student is nonverbal, you would alter the task so that there were two or three clock faces each with different times. The prompt would then be, “Point to the clock that shows 9:30.”
Ø For a task analysis lesson, the prompt is the same for both verbal and nonverbal students.
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Verbal vs. Nonverbal
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Prompts come from the setting itself.
Look for the natural cue/discriminative stimuli (SD).
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Task Analysis
Ø During a Discrete Trial lesson, it is tempting to nod your head or change your facial expression when a student is moving toward an incorrect response.
Ø During a Task Analysis lesson, it is tempting to reach or look toward the next step in the task to inadvertently guide your student in the right direction.
Ø It is also easy to be reinforcing your student while accidentally prompting them at the same time.
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Inadvertent Prompting
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Look for theinadvertentprompt
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Additional Prompting
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Notice the additional prompts
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Fading Prompts – Discrete Trial
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Fade prompts as appropriate
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Fading Prompts –Task Analysis Lessons
Correct Response –Discrete Trial
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When the Student Gives a Correct Response
Prompt Ø Correct Response Ø Reinforce
The prompt is responded to correctly and thecorrect response is reinforced.
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Prompt Ø
Correct Response
Ø Reinforce
Correction Procedure –Discrete Trial
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When the student gives an incorrect response
Prompt Ø Incorrect Response Ø Correction Procedure
The prompt is not responded to correctly, so the correct behavior is modeled and the prompt is repeated.
1) Stop the student as soon as the mistake is made.
2) After you have stopped the student, demonstrate or model the correct response. You say, “Watch me: one, two, three, four,” stressing the “two.”
3) Next, repeat the prompt: “Give me four dollars.”
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For example:
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Prompt ØIncorrect Response Ø Correction Procedure
The following example demonstrates these two sets of steps.
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Further Correction
Teacher: Prompt: “Give me four dollars.”
Student: “one, three”
Teacher: “Stop.” “Watch me.” (Model “one, two, three, four.”
“Count with me: one, two, three, four.”
Student: “one, two, three, four”
Teacher: “Give me four dollars.”
Student: “one, two, three, four”
Follow the steps below:1) Student gives an incorrect response.2) Teacher uses a correction procedure until the student is
successful on his or her own.3) Teacher asks the student a firm skill (one that she knows the
student will get right).4) Teacher goes back to the missed trial and asks the student
again.5) Repeat this process until the student is successful the first time
and no correction procedure is needed.
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Revisit Incorrect Responses
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Further Correction
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Another Example
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Modified Correction Procedure
When the Student Gives a Correct Response
SD /Cue Ø Correct Response Ø Reinforce
The cue is responded to correctly and the correct response is reinforced.
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Correct Response –Task Analysis
When the student gives an incorrect response
when initially learning a new skill or behavior
SD /Cue Ø Incorrect Response Ø Clearly repeat the SD/Cue
When the student gives an incorrect response
when a new skill or behavior is almost learned
SD /Cue ØIncorrect Response ØFade direct prompt to indirect 40
Correction Procedure –Task Analysis
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When Initially Learning –Task Analysis
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When Skill/Behavior isAlmost Learned– Task Analysis
Look at the Correction Procedures in a Program Template
DISCRETE TRIAL TASK ANALYSIS
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Your Turn!
Appropriate reinforcement serves to encourage students and to help them internalize their correct response.
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Reinforcement –Deliver Immediately
Be Specific!
YOU DID A NICE JOB§ paying attention. § following directions. § listening to directions. § acting like an adult. § speaking like an adult. § being on task. § working the right way.
I LIKE HOW YOU § are in your own space.§ are sitting like an adult. § have your hands and feet to yourself. § are following directions. § are listening to directions. § are trying hard. § are acting like an adult/high-school
student. § are NOW using a better tone of
voice. § are sitting up.
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Without praise and reinforcement, students have little motivation for learning.
Something for you to think about…If you were never appreciated, rarely saw growth in your students, and were not paid, would you still work?
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Reinforcement
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Peers can be very reinforcing!
1. To track progress
2. To track lack of progress
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Why collect data?
ØCorrect Response = Circle (+)Ø Incorrect Response = Slash (-)
Remember – Even if a student respondscorrectly after a correction procedure is used, the trial is still marked incorrect (-).
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The Data Collection Rule
Prompt Ø Correct Response Ø Reinforce = 1 Trial, Mark (+)
OR
Prompt Ø Incorrect Response Ø Correction Procedure ØCorrect Response = 1 Trial, Mark (-)
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Defining a Trial
Ø Take data consistently and frequently.Ø Take data on the first 10 trials.
NOTE: You do not need to retake baseline data (without reinforcement or correction procedures)
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Data CollectionWhen and How Often
Ø Find a partner.
ØUse your Teaching Material Kits to practice running various lessons from several different content areas.
ØRefer to the Program Information for instructions.
ØBe sure to practice prompting, reinforcing, correcting, and taking data.
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Practice Running LessonsYour Turn!
Ø Take data while others (Peer Tutors or Paraeducators) run programs to check for reliability.
Ø If reliability is under 90%, revisit teaching strategies and data collection.
Ø It is very common to misunderstand how to mark data following a correction procedure.
Ø Use the rule for marking (+) or (-).
Ø You account will show you who took data that day.
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Data Collection – Reliability
Ø Open or assign your student Bills: Money Math C2 – Next-Dollar Strategy. Make sure you assign 10 Concurrent Trials.
Ø Watch the trainers run 10 trials and take data during this process.
Ø After the 10 trials are complete, compare data with the trainers.
Ø Pay attention to the teacher’s use of prompting, reinforcement, & correction procedures.
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Reliability Data
Ø Opportunities for generalization need to be planned and embedded throughout the day.
Ø Look for informal, teachable moments that can be built into each day.
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Generalization
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Generalization
ØUse realistic materialsØNaturally occurring promptsØPractice in the real environment
ØCBTØWithin the school environment
Whenever possible, you want to practice skills in the real environment. When funding or transportation are an issue, consider the following:
Ø Pay for lunch in the cafeteria instead of pressing numbers. Recycle money.
Ø Create a classroom store.Ø Help out in the school student store.Ø Purchase break choices using copied money.Ø Seek donations from grocery stores/PTA/foundation grants, etc.Ø Get bus passes.Ø Shop for family items—work out a system between home and school.Ø Ask parents/guardians to practice skills at home.
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Planning for Generalization
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The Program in action
Ø Review data frequently.
Ø If a student is not progressing, break the task into additional steps or add additional prompts.
Ø If a student has met criteria, move them to the next step.
Ø Use data for IEP progress reporting.
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Tracking Progress & Decision Making
Ø Initially, use the Assessment data.
Ø Every Lesson Plan provides one long-term goal and one short-term objective. Also, refer to IEP Goal Banks!
Ø For subsequent IEPs, refer to ongoing progress-tracking data to find PLOPs.
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Using the Curriculum towrite IEPs
WHEN STUDENTS MEET
IEP GOALS & OBJECTIVES
1. Celebrate!!!
2. Assign a new program.
NOTE: Each new step of a lesson is built on previous skills. Mastered skills will go into maintenance. Refer to the Curriculum Flow Charts.
