Midterm Study Guide
Midterm Study Guide SESE 3701-0001
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This 6 page Study Guide was uploaded by Danielle Klinger on Saturday October 17, 2015. The Study Guide belongs to SESE 3701-0001 at Northern Illinois University taught by in Fall 2015. Since its upload, it has received 52 views. For similar materials see Educational Interventions in Special Education at Northern Illinois University.
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Date Created: 10/17/15
SESE 370 Dr Chan Midterm Study Guide Disability 0 Define and describe the social construction of disability 0 Idea that disability is created by society 0 Social conditions affect people s bodies by creating or failing to prevent sickness and injury I Examples Poverty highrisk work environment abuse and neglect of children etc 0 Physical structures 0 Social organizations I PublicValued strength performance production men I Privatedevalued weakness illness rest recovery pain death women and children Characteristics of Diverse Learners 0 Compare and contrast culture and race 0 Culture set beliefs attitudes values and standards behavior passed from one generation to the next 0 Race physical characteristics biologically based things seen like skin color hair etc 0 Both considered to be social constructions 0 Identify major considerations teachers should make in order to treat students fairly acknowledging one s own ethnicity and biases confronting stereotypes seeking help considering issues of language 0 Not every student is the same they can come from different backgrounds 0 Uses first person language 0 Demonstrates through actions and statements the belief that all students can learn 0 Inclusive Practices 0 Interacts respectfully with diverse peers instructors learners and other individuals 0 Describe the characteristics of an accomplished learner o Organize content knowledge 0 Use effective learning strategies 0 Essential Language Skills o Fluent in Language of the classroom 0 Confident focused and motivated Identify the challenges faced by struggling students 0 Insufficient prior knowledge 0 Information Processing Challenges Delayed Language Development Fluency problems in the classroom Inappropriate behavioral and social skills Poor motivation and learned helplessness Inappropriate and insufficient instruction Response to Intervention Define Response to Intervention MultiTiered systems of support for diagnosing learning disability 0 An assessment and intervention model that enables schools to deliver sound instructional methods to students BrownChidsey Chapter 1 Identify the core features of RTI 0 Systematic and databased activities 1 Tier 1 a b c d 2 Tier 2 a b c 3 Tier 3 a b Define and describe the 3 Tiers Within RTI General Education 80 student success School Wide positive behavior support Evidencebased practices Teacher gives general support Small Groups 15 student success 30 minutes a day Evidencebased practices Special Education 5 student success Intensive instruction by the teacher c Individualized to help the student d Goal orientated e Smaller groups about 23 per group Common Core and Learning Disabilities 0 List the guidelines for general education teachers regarding best practices for working with learners with disabilities Select appropriate task based on student need Individualize goals Continuous assessment Individualized assistance Provide feedback Control for frustration and encourage risk Build toward independence and generalization OOOOOOO Direct Instruction Differentiated Instruction and Instructional Strategies 0 Compare and contrast the main components of Implicit and Explicit Instruction 0 Explicit Instruction I Much more direction teacher assistance I Teacher regulation of learning I Directed discovery I Directed instruction I Task analysis breaking large item into its component parts building up to big picture I Behavioral I Exogenous constructivism knowledge comes from environment 0 Implicit Instruction I Nondirect teacher assistance I Student regulation of learning I Selfdiscovery based I Selfregulation instruction I Unit approach big picture topdown method I Holistic environment I Endogenous constructivism knowledge comes from within person 0 Identify and describe the main characteristics of Direct Instruction Opening the lesson Demonstrating the skill Students practice the skill Close the lesson Students use the skill independently in actual academic situations Students use the skill in other appropriate settings or situations QMPPPF 0 Define and describe key components of Direct Instruction lessons 1 Opening the lesson a b c d Attention grabber Introduce the skill Connect to real world anchoring Rationale for using the skill discuss the problem the skill can solve 2 Show the skill a b c Describe and demonstrate the skill modeling Maintain a quick pace Assess understanding Progress Monitoring 3 Guided practice totmgr Practice with teacher supervision Corrective feedback and reinforcement Start simple increase difficulty over time Strategy Place students into pairs Students use Think Aloud method Scaffolding Prompting Assess students abilities before moving on 4 Closing the lesson a b c Summarize and review Preview the next lesson Introduce and assign independent practice 5 Independent practice a b c Used in actual academic situations During classwork and homework assignments 90100 rate of success 6 Beyond the classroom a b c d Generalization and maintenance Using varied materials during early teaching Let other instructors and parents know what is taught in the classroom Make use of peer tutors to help other students 0 Define Differentiated Instruction 0 To make different by alteration or modificationchanging things up as needed 0 Describe the purpose of Universal Design for Learning UDL 0 Making things accessible to as many people as possible I Equitable Use useful and marketable to people with diverse abilities I Flexibility in Use Accommodates a wide range of individual preferences and abilities I Simple and Intuitive Use easy to understand regardless of the user s experience knowledge language skills or current concentration level I Perceptible Information communicates necessary information effectively to the user regardless of ambient conditions or the user s sensory abilities I Tolerance of Error Design minimizes hazards and the adverse consequences of accidental or unintended actions I Low Physical Effort can be used efficiently and comfortable and with a minimum of fatigue I Size and Space for Approach and Use appropriate size and space is provided for approach reach manipulations and use regardless of user s body size posture or mobility 0 Describe the multiple intelligences and learning preferences 0 A part of getting to know your students I PreAssessment I Readiness I Ability I Interests I Talents I Learning Profile I Prior Knowledge 0 Identify the components of the Learning Cycle Curriculum Student Content Process Product Preassessment and Summative Evaluation 0 O O O 0 Curriculum state and local standards and benchmarks Student readiness ability interests talents learning profile prior knowledge getting to know students Content what teacher plans to teach multiple means of representation Process multiple means of engagement how teacher plans instruction whole class work groups or pairs Product Multiple means of engagement assessment of content Summative Evaluation Multiple means of expression Preassessment getting to know students prior knowledge 0 Define and give examples of Getting to Know Your Students Multiple Means of Engagement Multiple Means of Representation and Multiple Means of Expression 0 Getting to know your students preassessment how much the student is ready their interests their talents their abilities what they are capable of Multiple means of engagement getting the students involved Multiple means of representation different ways to teach or present the information Multiple means of expression assessment or how they show What they have learned
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