Title: Credential of Competency for Paraeducators Standard
1Credential of Competency for ParaeducatorsStandar
d 4 Instructional Strategies
- Pennsylvania Training and Technical Assistance
Network (PaTTAN) - March 18, 2008
2Local Policy
-
-
- Your local districts policies regarding
Paraeducator job pdescriptions, duties, and
responsibilities prove the final word!
3Questions ??
- Email to
- para_at_pattan.net
4Agenda
- Introduction, learner outcomes and definitions
- Basic instructional and remedial strategies and
materials - Assistive technology for individuals with
exceptional learning needs - How students learn reading
- How students learn mathematics
5Standard 4 Knowledge Areas
- K1 Basic instructional and remedial strategies
and materials - K2 Basic technologies appropriate to individuals
with exceptional learning needs - K3 How students learn reading
- K4 How students learn mathematics
6Standard 4 Skill Areas
- S1 Use strategies, equipment, materials, and
technologies, as directed, to accomplish
instructional objectives - S2 Assist in adapting instructional strategies
and materials as directed - S3 Use strategies as directed to facilitate
effective integration into various settings. - S4 Use strategies that promote the learners
independence as directed. - S5 Use strategies as directed to increase the
individuals independence and confidence.
7Learner Outcomes
- Participants will be able to
- List principles of effective instruction.
- Identify basic instructional strategies.
- Discuss issues related to using appropriate
assistive technology with students in special
education programs. - Describe the big ideas of reading instruction.
- Describe how students learn mathematics.
8 Basic Instructional and Remedial Strategies and
Materials
9Basic Terms
- Instructional Strategies support students
acquiring knowledge or skills. - Effective Instruction means knowing how to
approach a task, what we want to teach within
that task, and the most effective ways for a
student to learn.
10 11Examples of Instructional Strategies
- Antecedents
- Reinforcement
- Scaffolding
- Modeling
- Shaping
- Wait time
- Active student responding
- Grouping
- Instructional Prompts
- Skill Generalization
12Instructional Strategies
- Antecedents -
- What actions or events that occur before a
behavior - Used to set a child up for success
- Examples include
- Structuring the environment
- Setting clear expectations
- Avoiding triggers for negative behaviors
13Instructional Strategies
- Reinforcement
- A consequence for a behavior or activity that
increases the likelihood that the behavior will
occur again. - As an instructional strategy, specific feedback
increases the likelihood of another correct
response or a response closer to the desired
response.
14Instructional Strategies
- Scaffolding -
- Interactions with students in which an adult
guides and supports the students learning by
building on what the student is able to do. -
15Instructional Strategies
- Modeling
- The strategy of teaching a child to do something
by demonstrating the task. - What something looks like or sounds like.
16Instructional Strategies
- Shaping -
- The strategy of accepting closer and closer
approximations of a behavior until the correct
response is demonstrated.
17Instructional Strategies
- Wait time -
- Providing sufficient time between when a question
is asked or a request is made and when the
student responds.
18Instructional Strategies
- Active Student Responding -
- Occurs each time a student makes a detectable
response to ongoing instruction
19Instructional Strategies
- Flexible Grouping
- The strategy of grouping students according to
the intended outcome of the lesson. - Groups should be flexible and changing.
20Instructional Strategies
- Instructional Prompts
- Types
- Verbal prompt
- Pictorial prompt
- Gestural prompt
- Model prompt
- Partial physical prompt
- Full physical prompt
21Instructional Strategies
- Instructional Prompts (cont.)
- Fading Prompts
- As the student acquires skill with prompts,
decrease the level of assistance you provide. - Use the prompt hierarchy to gradually withdraw
support until the student becomes independent.
22Instructional Strategies
- Skill Generalization -
- Allows the student to use a skill in more than
one setting and/or with different people.
23Instructional Strategies
- Skill Generalization (cont.) -
- After the student has learned the skill in one
environment - gradually fade out reinforcement for correct
skill performance. - provide practice opportunities in a variety of
settings and with a variety of different people.
24Assistive Technology For Students With Learning
Needs
25Instructional vs. Assistive Technology
- Assistive Technology (AT). . .
- is for students who have functional access needs.
- Consideration of need for AT tools required by
IDEA. - If required by the students IEP to access
his/her curriculum, AT tools are not optional.
- Instructional Technology. . .
- does not require an IEP.
- may be selected by a teacher to enhance and
expand the educational experience. - use as a teaching tool is optional.
26What is Assistive Technology?
- Assistive Technology Device any item, piece of
equipment, whether acquired commercially off the
shelf, modified or customized, that is used to
increase, maintain, or improve functional
capabilities of individuals with disabilities
(IDEA 04, Section 602) - Assistive Technology Services any service that
directly assists a child with a disability in
the selection, acquisition, or use of an
assistive technology device
27And that means..
- Assistive Technology can be any tool that helps
to accommodate a students needs
28When does the student need to use AT?....
- When student needs to
- communicate question, answer, repeat, tell
- turn on, click, highlight, point to
- write, type, check off
- read, look at, see, comprehend, define
- listen to, process, find
- walk, change classes
- interact with, remember
29AT Continuum from No/Low Techto High Tech
30No/Low Tech
31Mid Tech
32High Tech
33When you need help with AT.
34- Regular Instructional
- Technology also comes
- with benefits.
35- How Students Learn to Read
36Literacy Development
- Language and reading/writing are NOT age or
grade dependent. - We need to teach students from where they are,
building on what they know, along the steps
toward where they need to be. - Language is natural reading is not.
37Building Literacy Skills
- Storybook Reading (reading, listening)
- Print Awareness (book knowledge)
- Language Play (songs, poems)
38- The Five Essential Components of Reading
Instruction - ( 5 Big Ideas)
39The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
40Phonemic Awareness
- Phonemic awareness is the ability to hear,
identify, and manipulate individual sounds in
spoken words
41Phonemic AwarenessSkills
- Less Complex to More Complex
-
- Rhyming
- Sentence Segmentation
- Syllable Blending Segmentation
- Onset-rime blending Segmentation
- Blending Segmenting Individual Phonemes
- Phoneme Deletion Manipulation
42Elkonin BoxesHearing Sounds Activity
43The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
44Phonics
- Phonics instruction teaches children the
relationships between the letters of written
language and the individual sounds (phonemes) of
spoken language.
45Phonics Skills
Letter-Sound Correspondence
Advanced Word Analysis Skills
Regular Word Reading
Irregular Word Reading
Reading in Texts
Adapted from Reading and Language arts (2002)
46Elkonin BoxesWords Activity
47The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
48Fluency
- The ability to read text with speed, accuracy,
and expression.
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50Fluency Skills
- Automatic recognition of words
- Speed
- Accuracy
- Expression
51Modeling Fluency
- What do we know of these people who lived so long
ago? Today, archeologists call these people Mound
Builders. This general category includes various
groups of Native Americans who lived at different
times and had different cultures. -
52Sample ActivitiesFluency
- Repeated Reading with a purpose
- First time reading to familiarize
- Second reading to identify storyline, make
predictions - Third reading to build speed, accuracy, and
expression
53Sample ActivitiesFluency (cont.)
- Guided Oral Reading (with corrective feedback)
- Read Aloud (with teacher modeling)
- Shared Reading (teacher/student)
- Taped Reading (listening and following along with
the text)
54The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
55Oral and ReadingVocabulary
- Learning, as a language-based activity, is
fundamentally and profoundly dependent on
vocabulary knowledge. - (Baker, Simmons, Kameenui, 1998)
56Vocabulary Activities
- Definition Mapping
- Frayer Model
- Semantic Mapping
57Vocabulary Definition Mapping
What is it? Definition
What is it like?
The Word
What are some examples?
58Vocabulary Definition Mapping
What is it? Definition
What is it like?
rodent
The Word
What are some examples?
59Vocabulary Definition Mapping
What is it? Definition
What is it like?
mammal
rodent
The Word
What are some examples?
60VocabularyDefinition Mapping
What is it? Definition
What is it like?
mammal
2 sharp front teeth
Gnaws on hard objects
rodent
Smooth, short fur
The Word
What are some examples?
61VocabularyDefinition Mapping
What is it? Definition
What is it like?
mammal
2 sharp front teeth
Gnaws on hard objects
rodent
Smooth, short fur
The Word
mouse
rat
squirrel
What are some examples?
62VocabularyFrayer Model
Definition
Characteristics
Word
Examples
Non-examples
63VocabularyFrayer Model
Definition A mathematical shape that is a closed
plane Figure bounded by 3 or More line segments.
Characteristics Closed Plane Figure More than 2
straight sides 2-dimensional Made of line segments
Word Polygon
Examples Hexagon Square Trapezoid Rhombus
Non-examples Circle Cube Sphere Cylinder Cone
64VocabularySemantic Mapping
65The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
66Comprehension
- Comprehension is the ultimate goal of reading. It
involves extracting ideas from text and
integrating them with relevant prior knowledge in
order to construct meaning.
67Comprehension Skills
- Primary Grade Skills (K-3)
- Literal comprehension
- Sequencing
- Summarization
68Comprehension Skills
- Skills Grades 4-12
- Connecting ideas within the reading
- Comprehending complicated sentences
- Critically reading passages
69Comprehension Activities
- Prereading
- During reading
- Postreading
70ComprehensionPrereading Activities
- Preview the text
- Make predictions
- Connect to prior knowledge
71ComprehensionDuring Reading Activities
- Stop periodically and summarize what you have
read. - Focus on the main idea and supporting details in
each paragraph. - Visualize
72ComprehensionAfter Reading Activities
- Delete trivial information
- Delete redundant information
- Use single category labels to replace a list of
smaller items/actions. - Summarize paragraphs
73The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
74- How Students Learn Mathematics
75How Students Learn Mathematics
- Goals for Students
- Five Content Standards
- Five Process Standards
- Effective Mathematics Instruction
- Five Strands of Proficiency
76Goals for Students
- Learn to value mathematics
- Become confident in their ability to do
mathematics - Become mathematical problem-solvers
- Learn to communicate mathematics
- Learn to reason mathematically
77Content and Process
Complete Mathematics Curriculum
Content
Process
78Five Content Standards
- Numbers and Operations
- Measurement
- Geometry
- Algebraic Concepts
- Data Analysis and Probability
79Five Process Standards
- Problem-solving
- Reasoning and Proof
- Communication
- Connections
- Representation
80Basic Idea in Math
- Mathematics makes sense!!
81What do we mean by making sense?
82Effective Mathematics Instruction
- Function of three elements
- Teachers knowledge and use of mathematical
content - Teachers ability to work with diverse learners
- Students engagement in and use of mathematical
tasks
83Effective Mathematics Instruction
- Highly Effective Teaching Strategies
- Explicit teacher modeling
- Ensuring a quick pace with varied instructional
activities and high levels of engagement - Student verbal rehearsal of strategy steps
- Provide corrective feedback
84Five Strands of Mathematical Proficiency
- Understanding Concepts
- Using Procedures quickly, accurately, and
appropriately - Applying Strategies to various problems and
situations - Developing Reasoning Skills
- Seeing Math as Sensible, Useful and Worthwhile
85Learner Outcomes
- Participants will be able to
- List principles of effective instruction.
- Identify basic instructional strategies.
- Discuss issues related to using appropriate
assistive technology with students in special
education programs. - Describe the big ideas of reading instruction.
- Describe how students learn mathematics.
86Standard 3 Rescheduling
- Because of bad weather
- February 12, 2008
- rescheduled for
- May 13, 2008
- YOU MUST RE-REGISTER!!!!