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Key Topics Outline:

Classroom Management:
Requires planning for contingencies
Thoughtful planning
o Transitions
o Seating
o Procedures
o Traffic
o Materials
o Contingencies
Develop a plan for potential problems before they happen
Stages of Learning:
Acquisition Stage Building on prior knowledge
Proficiency Stage Working toward fluency and automaticity
o Increase speed while maintaining accuracy
o Pair sts to provide modeling
o Add goal setting and positive reinforcement
o Use self-management and challenges for motivation
Maintenance Stage Requires memory
o Link learning to real-live situations
o Review for long term memory
o Continued social reinforcement
Generalization Stage Apply skills to new situations
o Communicate and collaborate with others
o Provide activities for students to generalize (Time of Day,
Settings, Content area)
Adaptation Stage
o Participate in exploratory activities
o Investigate real-life problems
o Activities that construct relationships (analogies,
estimates, compare/contrast, etc)
Types of Accommodations:
Definition: Changes to activities, instruction, materials or the
environment that do NOT dilute State Performance Standards (different
than modification that does reduces standard)
Types: Size, Time, Level of support, Input, Difficulty, Output,
Participation, Alternate Goals, Substitute Curriculum.

Universal Design for Learning


6 Priciples:
1) Big Ideas
2) Activate prior knowledge
3) Strategic integration of learning goals
4) Use conspicuous strategies
5) Apply mediated scaffolding
6) Provide judicious review
Direct Instruction
a) Program Design
b) Instructional Organization
c) Student-teacher interactions
Characteristics of Effective and Ineffectiver Learners
Effective Learners:
Engagement
Actively participate
Initiate interaction with teachers
Possess wide knowledge base
Understand the reason to learn
Self-regulation of learning
Use of multiple strategies
Initiates learning with enthusiasm
Attribution
Intrinsic motivation
Goal oriented
Internal locus of control
Accept tasks
Prosocial Behaviors
Wide range of appropriate behaviors
Follow rules
Respond to low level consequences
Ineffective Learners:
Lack of Engagement
Passive learners
Little interaction with teachers
Limited background knowledge
Negative about learning activities
Frequently missed assignments
Self-Regulation
Few metacognitive skills to regulate learning

Few or inefficient strategies


Difficulty focusing
Attribution and Motivation
Extrinsic motivation
Moment oriented
External locus of control
Question value/need
Prosocial behaviors
Limited appropriate behavior
Social skill deficits
Violates rules
Unresponsive to low level consequences
Six Approaches to Co-teaching:
1) 1 teacher / 1 observer - requires agreed and active
observation
2) Station teach
3) Parrallel teach
4) Alt teach (differentiating)
5) Team teach teaching at same time
6) 1 teach / 1 assist
Note: Co-teachers must always be treated as equal. Both
names, 2 desks, do not label who is who. Professional behavior
agreement
Response to Intervention essentials
1) High quality instruction
2) Ongoing student assessment
3) Tiered instruction
4) Parent involvement
http://www.rtinetwork.org/learn/what/whatisrti
Positive Behavior Intervention and Supports
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/SpecialEducation-Services/Pages/Positive-Behavioral-Interventions-andSupport.aspx

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