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Credential of Competency for Paraeducators Standard

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Title: Credential of Competency for Paraeducators Standard


1
Credential of Competency for ParaeducatorsStandar
d 4 Instructional Strategies
  • Pennsylvania Training and Technical Assistance
    Network (PaTTAN)
  • March 18, 2008

2
Local Policy
  • Your local districts policies regarding
    Paraeducator job pdescriptions, duties, and
    responsibilities prove the final word!

3
Questions ??
  • Email to
  • para_at_pattan.net

4
Agenda
  • 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

5
Standard 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

6
Standard 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.

7
Learner 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
9
Basic 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
  • Instructional Strategies

11
Examples of Instructional Strategies
  • Antecedents
  • Reinforcement
  • Scaffolding
  • Modeling
  • Shaping
  • Wait time
  • Active student responding
  • Grouping
  • Instructional Prompts
  • Skill Generalization

12
Instructional 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

13
Instructional 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.

14
Instructional 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.

15
Instructional Strategies
  • Modeling
  • The strategy of teaching a child to do something
    by demonstrating the task.
  • What something looks like or sounds like.

16
Instructional Strategies
  • Shaping -
  • The strategy of accepting closer and closer
    approximations of a behavior until the correct
    response is demonstrated.

17
Instructional Strategies
  • Wait time -
  • Providing sufficient time between when a question
    is asked or a request is made and when the
    student responds.

18
Instructional Strategies
  • Active Student Responding -
  • Occurs each time a student makes a detectable
    response to ongoing instruction

19
Instructional Strategies
  • Flexible Grouping
  • The strategy of grouping students according to
    the intended outcome of the lesson.
  • Groups should be flexible and changing.

20
Instructional Strategies
  • Instructional Prompts
  • Types
  • Verbal prompt
  • Pictorial prompt
  • Gestural prompt
  • Model prompt
  • Partial physical prompt
  • Full physical prompt

21
Instructional 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.

22
Instructional Strategies
  • Skill Generalization -
  • Allows the student to use a skill in more than
    one setting and/or with different people.

23
Instructional 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.

24
Assistive Technology For Students With Learning
Needs
25
Instructional 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.

26
What 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

27
And that means..
  • Assistive Technology can be any tool that helps
    to accommodate a students needs

28
When 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

29
AT Continuum from No/Low Techto High Tech
30
No/Low Tech
31
Mid Tech
32
High Tech
33
When you need help with AT.
  • Tell somebody !!!

34
  • Regular Instructional
  • Technology also comes
  • with benefits.

35
  • How Students Learn to Read

36
Literacy 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.

37
Building 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)

39
The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
40
Phonemic Awareness
  • Phonemic awareness is the ability to hear,
    identify, and manipulate individual sounds in
    spoken words

41
Phonemic AwarenessSkills
  • Less Complex to More Complex
  • Rhyming
  • Sentence Segmentation
  • Syllable Blending Segmentation
  • Onset-rime blending Segmentation
  • Blending Segmenting Individual Phonemes
  • Phoneme Deletion Manipulation

42
Elkonin BoxesHearing Sounds Activity
43
The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
44
Phonics
  • Phonics instruction teaches children the
    relationships between the letters of written
    language and the individual sounds (phonemes) of
    spoken language.

45
Phonics Skills
Letter-Sound Correspondence
Advanced Word Analysis Skills
Regular Word Reading
Irregular Word Reading
Reading in Texts
Adapted from Reading and Language arts (2002)
46
Elkonin BoxesWords Activity
47
The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
48
Fluency
  • The ability to read text with speed, accuracy,
    and expression.

49
Take a Deep Breath .nworb emoceb seye eht,
detisoped si tnemgip elbaredisnoc fI .roloc
evitinifed sti semussa siri eht ,ecafrus roiretna
eht no raeppa ot snigeb tnemgip eht sA
.roloc yarg-etals ro hsiulb a fo tceffe eht
gnivig yllausu, eussit tneculsnart eht hguorht
swohs reyal tnemgip roiretsop ehT .siri eht of
ecafrus roiretna eht no tnemgip on ro elttil
si ereht htrib tA.
50
Fluency Skills
  • Automatic recognition of words
  • Speed
  • Accuracy
  • Expression

51
Modeling 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.

52
Sample 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

53
Sample 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)

54
The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
55
Oral and ReadingVocabulary
  • Learning, as a language-based activity, is
    fundamentally and profoundly dependent on
    vocabulary knowledge.
  • (Baker, Simmons, Kameenui, 1998)

56
Vocabulary Activities
  • Definition Mapping
  • Frayer Model
  • Semantic Mapping

57
Vocabulary Definition Mapping
What is it? Definition
What is it like?
The Word
What are some examples?
58
Vocabulary Definition Mapping
What is it? Definition
What is it like?
rodent
The Word
What are some examples?
59
Vocabulary Definition Mapping
What is it? Definition
What is it like?
mammal
rodent
The Word
What are some examples?
60
VocabularyDefinition 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?
61
VocabularyDefinition 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?
62
VocabularyFrayer Model
Definition
Characteristics
Word
Examples
Non-examples
63
VocabularyFrayer 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
64
VocabularySemantic Mapping
65
The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
66
Comprehension
  • 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.

67
Comprehension Skills
  • Primary Grade Skills (K-3)
  • Literal comprehension
  • Sequencing
  • Summarization

68
Comprehension Skills
  • Skills Grades 4-12
  • Connecting ideas within the reading
  • Comprehending complicated sentences
  • Critically reading passages

69
Comprehension Activities
  • Prereading
  • During reading
  • Postreading

70
ComprehensionPrereading Activities
  • Preview the text
  • Make predictions
  • Connect to prior knowledge

71
ComprehensionDuring Reading Activities
  • Stop periodically and summarize what you have
    read.
  • Focus on the main idea and supporting details in
    each paragraph.
  • Visualize

72
ComprehensionAfter Reading Activities
  • Delete trivial information
  • Delete redundant information
  • Use single category labels to replace a list of
    smaller items/actions.
  • Summarize paragraphs

73
The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
74
  • How Students Learn Mathematics

75
How Students Learn Mathematics
  • Goals for Students
  • Five Content Standards
  • Five Process Standards
  • Effective Mathematics Instruction
  • Five Strands of Proficiency

76
Goals 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

77
Content and Process
Complete Mathematics Curriculum
Content
Process
78
Five Content Standards
  • Numbers and Operations
  • Measurement
  • Geometry
  • Algebraic Concepts
  • Data Analysis and Probability

79
Five Process Standards
  • Problem-solving
  • Reasoning and Proof
  • Communication
  • Connections
  • Representation

80
Basic Idea in Math
  • Mathematics makes sense!!

81
What do we mean by making sense?
  • Lets look at Handout 13

82
Effective 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

83
Effective 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

84
Five 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

85
Learner 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.

86
Standard 3 Rescheduling
  • Because of bad weather
  • February 12, 2008
  • rescheduled for
  • May 13, 2008
  • YOU MUST RE-REGISTER!!!!
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