October 21 Notes
October 21 Notes SESE 3701-0001
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This 4 page Class Notes was uploaded by Danielle Klinger on Friday October 23, 2015. The Class Notes belongs to SESE 3701-0001 at Northern Illinois University taught by in Fall 2015. Since its upload, it has received 9 views. For similar materials see Educational Interventions in Special Education at Northern Illinois University.
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Date Created: 10/23/15
1014 0 Scaffolding Temporary supportive structure teacher creates to assist a student or a group of students in order to accomplish a task that they couldn t complete alone 0 Student s current level of performance rises to the next level of performance 0 Must be a fading method in order to accomplish academic goal 0 Fading to take away slowly over time 0 Release the role as the instructor and let the students take responsibility 0 Don t fade too quickly because the student won t be able to perform well enough and they will fail o Scaffolding Techniques 0 Model the task g partially do the task 0 Do the task with the student 0 Give manual guidance 0 Ask leading questions 0 Repeat or rephrase content 0 Provide wait time to answer I This is usually 10 seconds 0 Provide examples and nonexamples I High quality and low quality work 0 Guidelines Implementing Scaffolding Techniques 0 Select appropriate tasks based on the student s needs I You can create individualized goals I Give a continuous assessment 0 Checking to make sure learners are where they need to be before moving on o Individualized assistance 0 Provide feedback I Be positive and constructive 0 Control the frustration and encourage risk I Even if they might fail always encourage 0 Build toward independence and generalization 0 Essential Ingredients for Successful Scaffolding 0 Start with success in mind 0 Help students achieve their success quickly 0 Help students be like everyone else 0 Keep an eye out for independence I Know when to remove scaffolding I Know when to provide more scaffolding support 0 Accommodations and Materials 0 Provide auto recordings I If saying things out loud in class provide it written out o Simplify instructions 0 Present small amounts of work 0 Block out extraneous stimuli O O I g Close door to block out noises that are too distracting from the hallway Highlight essential information that a student will need to know later on Provide additional practice work if needed Create a glossary of important vocabulary Create reading guides to help the student along Accommodations Interactive Instruction Use m teaching procedures Provide visual and verbal materials Repeat directions I Break it into smaller chunks I Simplify the language Maintain the daily routines Provide a copy of the lecture notes Provide the student with a graphic organizer Use stepbystep instruction I Task analysis Write key points on the board Balance the presentations and activities Use mnemonic devices I Things remind students what they should be doing g working on Emphasize daily review Accommodations Student Responses o Vary the response mode 0 Provide outline of the lecture 0 Encourage the use of graphic organizers 0 Place students close to the teacher who are off task 0 Use assignment books and calendars 0 Reduce copying activities 0 Use cues to denote important items 0 Design easytohard worksheets I They start off easy and get harder the farther into it you get 0 Allow instructional aids 0 Display work samples 0 Use peermediated learning 0 Encourage note sharing 0 Allow extra time to do work 0 Use assignment substitutions g adjustments Bilingual Education VS ESL Education 0 Bilingual Education education in native language and English by teacher who is uent in that language 0 ESL English immersion classroom I Longterm benefits compared to bilingual education
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