Chapter+4-+Teaching+Students+and+Managing+Instruction

**Chapter 4- Teaching Students and Managing Instruction**

Competencies for Explicit Modeling Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)

 ** Competencies for Conducting Guided Practice ** Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Competencies for Conducting Independent Practice

Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)

 Competencies for Monitoring Progress and Providing Feedback

Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Competencies for Promoting Generalizations

Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Competencies for Fostering Independence Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)

= Self-Recording = = Self-Evaluation  = = Self-Reinforcement  =
 * == Involves counting and recording one ’ s own behavior, on the assumption that such actions will influence one ’ s behavior.  ==
 * === Provide the rationale- selecting behavior that needs changing and discussing how self-recording can be used to change it.  ===
 * === Demonstrate and model- Recording and method of observation, Teacher observes and records data on form, then the student self evaluates and receives feedback until understanding is certain.  ===
 * === Practice with feedback- practices self-recording with prompts and corrective feedback. When student becomes sufficient the feedback and praises reduce.  ===
 * == The component of self-management that teaches the student to judge how well he or she is doing. ==
 * === Provide the rationale- Discussing one ’ s evaluated work. Evaluation enables student to determine whether his or her performance is satisfactory is stressed. Will know if more effort is needed.  ===
 * === Demonstrate and model- Students mark digits that correspond to a grading scale of poor progress, some progress, and good progress.  ===
 * === Practice with feedback- Student practices self-evaluation with teacher feedback until proficiency is advanced.  ===
 * == A technique for self-management that involves the student reviewing his or her progress to determine whether reinforcement has been earned. ==
 * === Provide the rationale- Teaching importance of earning reinforcement by helping student identify appropriate reinforcers.  ===
 * === Demonstrate and model- Uses mock data, recording sheets, and a reinforcement menu to demonstrate self-reinforcement. Teacher tells students when reinforcement criteria are met and select the reward.  ===
 * === Practice with feedback- Student practices self-reinforcement by using self-recording and self-evaluation. Students are encouraged to give praise subvocally when selecting the reinforcer.  ===


 * === SLANT mnemonic is useful: ===
 * ==== ** S ** — // Sit // up straight. ====
 * ==== ** L ** — // Lean // forward in your desk. ====
 * ==== ** A ** — // Act // interested. ====
 * ==== ** N ** — // Nod // occasionally to signal understanding. ====
 * ==== ** T ** — // Track // the teacher with your eyes. ====

= ** Accommodating Students with Learning Problems in General Education Classrooms ** =

Accommodations Involving Materials
= Accommodations Involving Interactive Instruction  = = Accommodations Involving Student Performance  =
 * === Use of audio recording- directions, stories, and specific lessons can be recorded on computer or tape. ===
 * === Clarify or simplify written directions- Teacher can help better understand instructions by underlying or highlighting the important part.  ===
 * === Present small amount of work- teachers can tear worksheets apart from workbook to separate assignments into smaller chunks.  ===
 * === Block out extraneous stimuli- Use blank piece of paper to cover all problems that are not being worked on for those students who are easily distracted  ===
 * === Highlight essential information- Teacher can mark textbook information with highlighter to help students find it  ===
 * === Locate place in consumable material- Students can cut corner off of the pages they have completed in a workbook so it is easier for student and teacher to find what needs to be worked on  ===
 * === Provide additional practice activities- Teachers need to supplement material with their own activities  ===
 * === Provide glossary in content areas- Students can benefit from glossary in content-related terms  ===
 * === Develop reading guides- using reading guide to map out what has been written and provide questions  ===
 * == Use explicit teaching procedures- teachers have to adapt work to use explicit material along with what ’ s given  ==
 * == Repeat directions- have students use peer to peer to repeat directions in terms that are more understood  ==
 * == Maintain daily routines- Students use routines to know what is next and what to expect coming up  ==
 * == Provide copy of lecture notes- teachers can give students who are not able to take notes a copy of lecture notes  ==
 * == Provide students with a graphic organizer- Give students blank charts to fill out as they are learning information  ==
 * == Use step-by-step instruction- present new information in small step by step sets  ==
 * == Combine verbal and visual information- give verbal information with a presentation on a projector or overhead  ==
 * == Write key points or words on the chalkboard- prior to presentation put key terms or new words on the board  ==
 * == Use balanced presentations and activities- make visual and verbal presentation equal along with large group and small group work time  ==
 * == Use mnemonic instruction- used to help students remember key concepts or steps  ==
 * === In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings.  ===
 * == Emphasize daily review- daily reviews can help students connect information to prior knowledge  ==
 * == Change response mode- Students can underline their response by underlining it or selecting from a multiple choice list ==
 * == Provide an outline of the lecture- students can follow lesson successfully and make appropriate notes  ==
 * == Encourage use of graphic organizers- students can list topic and information on topic in a chart order  ==
 * == Place students close to the teacher- move students when you move others but always place them close to where the teacher is teaching  ==
 * == Encourage use of assignment books or calendars- student can use the assignment books to organize homework due dates  ==
 * == Reduce copying activities- give students more information on handouts and not always have them copy it from the board  ==
 * == Have students turn lined paper vertically for math- Have students turn paper vertically to keep numbers in the right column  ==
 * == Use cues to denote important items- Bullets or asterisks can be used to inform students which activities or questions count heavily  ==
 * == Design hierarchical worksheets- design worksheets designed from easiest to hardest  ==
 * == Allow use of instructional aids- Provide students with letter and number strips to help them write correctly  ==
 * == Display work samples- samples of completed assignments can be displayed to help students realize expectations and plan accordingly  ==
 * == Use peer-mediated learning- teacher can pair peers of different levels to review their notes, study for a test and read aloud to each other  ==
 * == Encourage note sharing- Students can use paper to take notes and make copy to share with those that are gone  ==
 * == Use flexible work times- students who work slowly can be given additional time to complete written assignments  ==
 * == Provide additional practice- students require different amounts of practice to master skills or content  ==
 * == Use assignment substitutions or adjustments- students can be allowed to complete projects instead of oral projects or vice versa  ==

Teaching Students with Learning Problems, 8th Edition, Cecil D.Mercer; Ann R. Mercer; Paige C. Pullen (2011)