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Instructional Planning, Week 1 notes

by: Mccool Notetaker

Instructional Planning, Week 1 notes SPED 3300

Marketplace > East Tennessee State University > Special Education > SPED 3300 > Instructional Planning Week 1 notes
Mccool Notetaker
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About this Document

These notes are additional information for Dr. Hudson's PowerPoint.
Instructional Planning for Exceptional Needs
Class Notes
explicit, Instruction




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This 5 page Class Notes was uploaded by Mccool Notetaker on Thursday August 25, 2016. The Class Notes belongs to SPED 3300 at East Tennessee State University taught by Hudson in Fall 2016. Since its upload, it has received 12 views. For similar materials see Instructional Planning for Exceptional Needs in Special Education at East Tennessee State University.


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Date Created: 08/25/16
8-25-2016 WEEK 1 NOTES- added to PowerPoint By: Madeline McCool Foundations of Explicit Instruction Achieving high quality instruction:  present so that students can learn a skill  sometimes you may have to begin at an easier goal that you know the student can achieve to build confidence for learning newer skills.  Being organized and having those skills, as a teacher, will reflect from all of your work. So, be aware of that. What is Explicit Instruction?  Structured organized  Systematic steps  Effective research proved  You are very direct, or clear with your instruction and content design One way to remind yourself why it is necessary…  Put yourself in their shoes—when is the last time you needed explicit instruction and it was necessary for you to learn a specific and maybe vital skill? 8-25-2016 What is the difference between formative and summative assessment??  mative-summative.html is a good link about formative and summative assessment.  formative assessment monitors student’s progress by ongoing feedback. So teachers can adjust their teaching so that the student learns better. An example is a concept map!  Summative assessment evaluates the student’s learning by midterm, benchmark, or a final project to compare the student’s progress Explicit instruction should be adaptive What are scaffolds?  Layers built on top of one another for support- “framework” kind of like how a building needs a solid foundation to stand alone, students need a solid foundation to move towards independence. Added information to the 16 Elements of Explicit Instruction- objectives being broken down (my added comments with be in red)  1) focus instruction on critical content one skill or content piece 8-25-2016  3) break down complex skills and strategies into smaller units task analysis  5) begin lessons with a clear statement of the lesson’s goals and your expectations this helps cut down behavior issues  7) provides step-by-step demonstrations templates  8) use clear and concise language BE CONFIDENT  9) provide an adequate range of examples and non-examples good and bad examples  10) provide supported practice opportunities for students to respond  12) monitor student performance closely ask them questions! “are you with me? Do you understand what we are doing?”  13) provide immediate affirmative and corrective feedback Affirm, affirm, affirm! GUIDE them to the right answer or improvement  14) deliver the lesson at a brisk pace short attention spans. The average goldfish has an attention span of 10 seconds. The average person has the attention span of 8 seconds. Additional comments for figure 1.2 in the book 8-25-2016  Review homework and relevant previous learning/prerequisite skills homework, skills/prior knowledge  State goals, present new material in small steps, model procedures, provide examples/non-examples, use clear language/avoid digressions universal design for learning  Require high rate of response, ensure high rates of success, provide timely feedback, clues, prompts, have students practice “fluency” this is the “we do it” phase  Reteach when necessary AFFIRM  Monitor initial independent practice, have students continue until the skill becomes automatic this is the “you do it” phase Underlying principles (additional comments)  1) engaged time/time on task be alert & provide your best attention  2) promoting high levels of success step-by- step build on skills, build confidence (behavioral momentum) “I’m on a roll”  3) increase content coverage as much as you can  4) increase student time in the instructional group this is called “grouping” 8-25-2016  5) scaffold instruction “framework”- leads to independence  6) address different forms of knowledge: o Declarative: simple, recallable. Ex. 2*2=4 o Conditional: “generalization” breaks down learning process and promotes lifelong skills. o Procedural: “step-by-step” like tying your shoes


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