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Structured Classroom Series:Instructional PracticesHow well you teach

= How well they learn.

CPALMS

AccessCourse Codes

It is a complex interaction…

Curriculum

“The What”

Access Points

Instructional

Practices

“The How”

Evidence /researched

based methodologi

es or strategies

Materials

The items used to

teach the access points.

Wonderings about Instruction…

Not all instruction can or should be done 1:1.Do you agree with this statement? Why or why not?

How can we increase learner engagement in (small and larger group) instructional settings?

Instructional Delivery Methods that Increase Student Engagement

Provide Pre-correction•Setting up environment and expectations to ensure active and accurate responses.Engage the 3R’s•Repetition•Rehearsal•ReviewElicit Responses•Choral Reading (picture reading) •Choral Responding•Partner Interaction

Instructional Delivery Methods that Increase Student Engagement

Provide Pre-correction•Setting up environment and expectations to ensure active and accurate responses.Elicit Responses

•Choral Reading (picture reading) •Choral Responding•Partner Interaction

Engage the 3R’s

•Repetition

•Rehearsal

•Review

Explicit Instruction is Engaging! Frequent responses are elicited.

Response cards, choral/partner responding.

Student performance is carefully monitored.“Walk around. Look around. Talk around.”

Immediate, affirmative and corrective feedback is provided.Delivered with appropriate tone and is specific.

The lesson is delivered at a brisk pace!Ensures adequate time & practice.

Effective Instructional Practices

1.Prompting (Blue)2.Reinforcement

(Purple)3.Discrete Trial

(Yellow)4.Errorless Teaching

(pink)5.Incidental Teaching

(green)

Instructional Practices:Your Turn

Group will be divided into 5 teams. Each newgroup will read and review

assigned fact sheet. Expert groups disband and rejoin

original team. Each member reports out about their : What is it? How is it used? Advantages/Disadvantages

Prompt Hierarchy:Decreasing

“most to least”

Effective when students are initially learning a new concept.

Should always develop a fading sequence before training begins.

Start with a prompt that will ensure correct response.

Establish a criteria for when you will move from one level of prompt to the next.

MostSupport

Least Support

Prompt Hierarchy:Increasing

“least to most”

Student attempts the task before you intervene with assistance.

The prompt increases until the student makes the correct response.

Effective if student has mastered a skill and you are focusing on maintenance or generalization.

Should establish a sequence of prompts before training begins.

MostSupport

Least Support

Reinforcement

When and how you reinforce a behavior can greatly impact the rate and strength of the response.

Should always conduct a reinforcement survey with each of your students Observations Specific trials Parent, care giver, previous teacher

interviews

Discrete Trial Teaching(DTT)

Discrete Trial Instruction Cycle

Teacher gives an initial instruction/command

A prompt/cue is given to assist student in correct response (if needed)

Student gives response

Teacher gives appropriate consequence based upon student’s response

A slight pause (3-5 seconds) is given between trials

CARD, Florida. Atlantic University

Discrete Trial TeachingPros/Cons

ADVANTAGES

Teacher controlled Data collection is easy

to take and assess Allows for mass trials

and practice opportunities

Good for: following directions, rote knowledge, matching, sorting, imitation

DISADVANTAGES

Costly (requires 1:1 ratio)

Can cause prompt dependency

Can be challenging to generalize to other settings

Not good for: spontaneous speech, play or social skills

Errorless Teaching

Errorless Teaching Instructional Cycle

Teacher gives an initial instruction/command

Teacher gives an immediate prompt to prevent any chance for incorrect responses.

Teacher gives praise/reinforcer to student

To promote independence the immediate prompts, or amount of help provided, are systematically decreased, or faded, to allow children the opportunity to provide correct responses on their own.

CARD, Florida. Atlantic University

Errorless Teaching

ADVANTAGES

Can avoid student frustration with incorrect responses

Can avoid the chance a chain of errors from incorrect responding

Teacher controlled Data collection is easy to

take and assess Good for: following

directions, rote knowledge, matching, sorting, imitation

DISADVANTAGES

Can cause prompt dependency

Costly (requires 1:1 ratio)

Not good for: spontaneous speech, play or social skills

Incidental Teaching

Incidental teaching provides structured learning opportunities in the natural environment by using the child’s interests and natural motivation.

Once the teacher identifies a naturally occurring situation that a child is expressing interest in, strategies are then used to encourage the child’s responses.

Incidental teaching strategies are designed to

promote motivation and facilitate generalization.

CARD, Florida. Atlantic University

Incidental Teaching

ADVANTAGES

Natural, activity based Encourages spontaneous

skills Student initiated Does not require formal

training for the teacher Encourages generalization

of skills to a variety of settings and people

Good for: spontaneous speech, play skills and social skills, inclusion settings

DISADVANTAGES

Cannot control number of trials

Data collection is more challenging to take and analyze

Teacher must be very observant to “catch” learning opportunities

Not good for: rote knowledge, learning new skills, students who do not initiate interactions

Task Analysis

A process in which a task is analyzed, or broken down, into its sub parts.

Data collection is taken for each “step” in the task analysis.

Data collection typically measures the level of prompting required for the completion of each “step”.

The sub parts or “steps” are taught through the use of chaining (forward or backward) them together for a total task presentation.

Chaining

A series of related behaviors, each of which provides the cue for the next and the last that produces a reinforcer.

Almost everything we do is considered a chain▪ Reciting the alphabet▪ Taking a shower▪ Tying your shoe laces

Forward Chaining

Teach the first step (A). Reinforce (A)

Once (A) has met criteria for satisfactory, teach (A & B). Reinforce (A & B) as one unit

Once (A & B) met criteria for satisfactory, teach (A, B &C). Reinforce (A,B & C) as one unit

Continue the chain…

Teacher should always complete entire chain with the student so that student is aware of the entire task presentation

Backward Chaining

Teacher completes all steps in the task presentation except for the last step (Z)

Student completes (Z). Reinforce for (Z). Once (Z) has met criteria for

satisfactory teach (Y & Z). Reinforce (Y & Z) as one unit.

Continue the chain…

Structured Teaching

Structured teaching is a system for organizing the environment

Structured teaching works best with skills that are meant to be completed independently, that have a clear defined beginning and end

Structured teaching utilizes visual structure to convey student expectations Visual instructions Visual organization Visual clarity

Structured Teaching

The student should be able to answer these questions when it refers to their work tasks and work systems:

The 4 questions What is the work to be done? How much work am I expected to do? When am I finished? What am I going to do next?