Effective Instruction

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by Arntz016
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Effective Instruction

- Approaches to Learning and TeachingTeachers who use applied behavior analysis undersatnd that many of the behaviors of their students are learned and can be taught new behaviors. - Using ABA the focu sis on identifying observable behaviors and manipulating the antecedents and consequences of these behaviors to change them. - Social learning and executive functioning recognizes that learning is related to such processes as memory and cognition. - How we understand, recall, and organize information is relvent to out rentention and understanding. - Activate prior knowledge - Relate new learnign to existing schemas. - Teaching and monitoring the use of metacognition strategies to organize task completion and to check for understadning.Vaughn, S., & Bos, C. (2015). Approaches to Learning and Teaching. In Teaching Students with Learning and Behavior Problems (Ninth ed., pp. 26-45). Pearson.

Chapter 2

Principles of Instruction1. Begin a lesson with a short review of previous learning.2. Present new material in small steps with student practice after each step.3. Limit the amount of material students receive at one time.4. Give clear and detailed instructions and explanations.5. Ask a large number of questions and check for understanding.6. Provide a high level of active practice for all students (particularly those struggling to acquire the skill being taught).7. Guide students as they begin to practice.8. Think aloud and model steps.9. Provide models of worked-out problems.10. Ask students to explain what they have learned.11. Check the responses of all students.12. Provide systematic feedback and correction.13. Use more time to provide explanations.14. Provide many examples.15. Reteach material when necessary.16. Prepare students for independent practice.17. Monitor students when they begin independent practice.Rosenshine, B. (2012). Principles of Instruction. American Educator.

- Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. - UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. - Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play: - Recognition Networks: The "what" of learning. - Strategic Networks: The "how" of learning. - Affective Networks: The "why" of learning. Source: http://www.udlcenter.org/


- A system used to describe and differentiate different levels of human cognition.- Created to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). - It is most often used when designing educational, training, and learning processes. - Three domains of educational activities or learning were identified: - Cognitive: mental skills (knowledge) - Affective: growth in feelings or emotional areas (attitude or self - Psychomotor: manual or physical skills (skills) Source: http://www.nwlink.com/

Bloom's Taxonomy

- CSI is a tool intended to help students develop the necessary skills to be self-regulated learners.-The key parts are: - Goals directed - intended to perform a definite function. - Consciously controllable processes - directly manipulable and statable. - Facilitate performance - strategies are processes that when matched to task requirements, improve performance. You can do things better, easier, and quicker when you use a strategy. - Stage 1: Develop and Activate Background Knowledge - Stage 2: Discuss the Strategy - Stage 3: Model the Strategy - Stage 4: Memorize the Strategy - Stage 5: Support the Strategy - Stage 6: Independent Performance Source: http://cehs.unl.edu/csi/

Cognitie Strategy Instruction

Putting Students on the Path to Learning - Research demonstrates that for virtually all students, direct, explicit instruction is more effective and more efficent than partial guidance. - When teaching new content and skills, teachers are more effective when they provide explicit guidance accompanied by practice and feedback, not when they require students to discover many aspects of what they must learn. - All students benefit from gudied instruction.Sourece: Clark, R., Kirschner, P., & Sweller, J. (2012). Putting Students on the Path to Learning. American Educator.11

Autumn Arntz

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Differentiated Instruction - An approach in which teachers adjust their curriculum and instruction to maximize the learning of all students. - Teachers can adjust three main instructional elements: content, process, and product. - There are also three student characteristics that teachers should consider when planning instruction: readiness, interests, and learning profile. - In addition, teachers who differentiate instruction employ ongoing assessment and flexible grouping. Source: http://iris.peabody.vanderbilt.edu/module/di/

Effective Instruction


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