· Rules
o Procedures that must be followed
· Procedural Knowledge
o Learning a set of steps that must be followed in order to complete a task
· Conceptual Knowledge
o The many ideas in content instruction
§ Concepts
· Categories of content knowledge
· Critical Thinking
o Reasoning to learn new concepts, ideas, or problem solutions
· Convergent, Lower-Order Questions
o Usually have one answer, start with “who, what, when”
· Divergent, Higher-Order Questions
o Tape critical thinking skills because they require students to make inferences, to analyze or synthesize information, and to evaluate content. Usually begin with “What could happen…?, What if…?, What do you think caused…?”
· Stages of Learning
o Acquisition
§ Accurate
o Proficiency
§ Accurate and quick
§ Aim for automaticity
· Practicing skills until they require less cognitive processing
o Maintenance
§ Mastered skill occurs across all appropriate situations
o Application
§ Use learning and extend it to new situations
· Instructional Components
o Direct Instruction
§ Teacher directed and focuses on the teaching of skills
o Strategy Instruction
§ Focuses on learning through the use of cognitive strategies (ex. Activating background knowledge) and metacognitive (ex. “Were my predictions accurate?”) cues
· Delivering Instruction
o Advance Organizer
§ Activities to prepare the students for the day’s lesson
o Presentation of Information
§ Wait time
§ Level of concern
· Student interest in lesson
§ On-task behavior
o Practice
§ Guided practice
§ Massed practice
· Extra practice
§ Engaged time
§ Checking for Understanding
§ Independent practice
§ Distributive practice
· Presented over time, helps to promote maintenance
o Closure
§ Review the day’s lessons and what was learned
o Progress Monitoring
· Whole-Group Instruction
o Teacher presents lesson to entire class
· Flexible, Small Groups
o Include same-ability groups and mixed-ability groups
· One-to-One Teaching
· Peer Tutoring
· Cooperative Learning
o Need to provide an ethic of “work together”
· Textbooks
o Basals
· Homework Practices
· Assistive Technology
o Focus on strengths to select devices
o Promotes access and independence for people with disabilities
o Augmentative and alternative communication
§ Supplement vocalizations when speech is not understood by a particular communication partner and can provide a way for an individual actually to speak
o Closingthegap.com
o Abledata.com
o AT Services
§ Ensure devices are properly identified and used
§ Training
§ Include families in the process of selecting and using AT devices
o AT Integration
§ Consider factors such as placement of outlets, noise level, ability of student to type, etc…
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