The Structured Classroom

Series

Instructional PracticesMini-Session

Getting to Know You

OCPS Team

Expectations for this mini-session…

Respectful Listening

Be

Engaged!

Cell phones

silent/vibrate

Note-Talking

Learning Goals—Instructional PracticesThe learner will …

define & determine differences between key terms: curriculum, instructional practices, instructional materials.

define, identify and provide examples of effective instructional practices for students with intensive academic and/or behavioral needs.

implement effective instructional practices matched to student need.

Sponsored by FDLRS Action Resource Center

Structured Classroom Series:Instructional PracticesHow well you teach

= How well they learn.

Speaking the Same Language

Curriculum

Instructional Practices

Instructional Materials

Next Generation Access Points The “WHAT” you are teaching

Research or evidence-based methodologies or strategies proven to be effective with students working towards NGAA

The “HOW” you teach

Programs/manipulatives purchased by your school and/or district for use in your classroom

Board the Brainstorm Bus!

•Reading/Language Arts•Mathematics•Science\Social Studies•Social skills•Daily Living skills

Wonderings about Instruction…

Not all instruction can or should be done 1:1.Do you agree with this statement? Why or why not?

How can we increase learner engagement in (small and larger group) instructional settings?

Instructional Delivery Methods that Increase Student Engagement

Provide Pre-correction•Setting up environment and expectations to ensure active and accurate responses.Elicit Responses

•Choral Reading (picture reading) •Choral Responding•Partner Interaction

Engage the 3R’s

•Repetition

•Rehearsal

•Review

Explicit Instruction is Engaging! Frequent responses are elicited.

Response cards, choral/partner responding.

Student performance is carefully monitored.

“Walk around. Look around. Talk around.”

Immediate, affirmative and corrective feedback is provided.

Delivered with appropriate tone and is specific.

Effective Instructional PracticesJigsaw Activity

1.Prompting (Blue)2.Reinforcement

(Purple)3.Discrete Trial

(Yellow)4.Errorless Teaching

(pink)5.Incidental Teaching

(green)

Instructional Practices:Your Turn

Group will be divided into 5 teams. Each new group will read and review

assigned fact sheet. Expert groups disband and rejoin

original team. Each member reports out about their practice: What is it? How is it used? Advantages/Disadvantages

Levels of Prompting

Full Physical Partial Physical Modeling Gesture Direct Verbal Indirect Verbal Environmental Independent

Prompt Hierarchy:Decreasing

“most to least”

Effective when students are initially learning a new concept.

Should always develop a fading sequence before training begins.

Start with a prompt that will ensure correct response.

Establish a criteria for when you will move from one level of prompt to the next.

MostSupport

Least Support

Prompt Hierarchy:Increasing

“least to most”

Student attempts the task before you intervene with assistance.

The prompt increases until the student makes the correct response.

Effective if student has mastered a skill and you are focusing on maintenance or generalization.

Should establish a sequence of prompts before training begins.

MostSupport

Least Support

Rate of ReinforcementContinuous

Behavior reinforced every time it occurs

1:1 ratio

Typically a quick rate of learning; making a strong connection between behavior and response

Used in initial stages of learning and switched to partial reinforcement

Discrete Trial Teaching(DTT)

Discrete Trial Instruction Cycle

Teacher gives an initial instruction/command

A prompt/cue is given to assist student in correct response (if needed)

Student gives response

Teacher gives appropriate consequence based upon student’s response

A slight pause (3-5 seconds) is given between trials

CARD, Florida. Atlantic University

Discrete Trial TeachingPros/Cons

ADVANTAGES

Teacher controlled Data collection is easy

to take and assess Allows for mass trials

and practice opportunities

Good for: following directions, rote knowledge, matching, sorting, imitation

DISADVANTAGES

Costly (requires 1:1 ratio)

Can cause prompt dependency

Can be challenging to generalize to other settings

Not good for: spontaneous speech, play or social skills

Errorless Teaching

Errorless Teaching Instructional Cycle

Teacher gives an initial instruction/command

Teacher gives an immediate prompt to prevent any chance for incorrect responses.

Teacher gives praise/reinforcer to student

To promote independence the immediate prompts, or amount of help provided, are systematically decreased, or faded, to allow children the opportunity to provide correct responses on their own.

CARD, Florida. Atlantic University

Errorless Teaching

ADVANTAGES

Can avoid student frustration with incorrect responses

Can avoid the chance a chain of errors from incorrect responding

Teacher controlled Data collection is easy to

take and assess Good for: following

directions, rote knowledge, matching, sorting, imitation

DISADVANTAGES

Can cause prompt dependency

Costly (requires 1:1 ratio)

Not good for: spontaneous speech, play or social skills

Incidental Teaching

Incidental teaching provides structured learning opportunities in the natural environment by using the child’s interests and natural motivation.

Once the teacher identifies a naturally occurring situation that a child is expressing interest in, strategies are then used to encourage the child’s responses.

Incidental teaching strategies are designed to

promote motivation and facilitate generalization.

CARD, Florida. Atlantic University

Incidental Teaching

ADVANTAGES

Natural, activity based Encourages spontaneous

skills Student initiated Does not require formal

training for the teacher Encourages generalization

of skills to a variety of settings and people

Good for: spontaneous speech, play skills and social skills, inclusion settings

DISADVANTAGES

Cannot control number of trials

Data collection is more challenging to take and analyze

Teacher must be very observant to “catch” learning opportunities

Not good for: rote knowledge, learning new skills, students who do not initiate interactions

Fact or Myth When and how you reinforce a behavior can greatly

impact the rate and strength of the response.

Reinforcers are synonymous with bribes.

Prompting is any additional assistance presented immediately before or after instruction to promote a desired response.

Prompting should always be scaffolded from “most” to “least” intrusive.

Discrete trial teaching involves breaking skills down into smaller components and teaching those smaller sub-skills individually.

Fact or Myth Discrete trial teaching can be challenging to

generalize to other settings.

Errorless teaching is an instructional strategy that always ensures children always respond correctly.

Errorless teaching is good for speech, play or social skills.

Incidental teaching provides structured learning opportunities in the natural environment by using the child’s inters and natural motivation..

Post Organize/Implementation