Module 2

Engaging Students

Guided Notes and Outlines

Mnemonics

Task Analyses

Feedback and Reinforcements

6. The Key Concepts

3. Last Section:Universal Design

1. Current Module:Engaging Students

4. Next Module:Differentiating Instruction

5. Big question: How do we motivate and guide students in Their learning?

2. Is about: 2. Is about:

7. Self-test questions

1. How could a teacher use a graphic organizer from Module 1 as guided notes?

2. What are the two common types of mnemonics?3. Name one strategy for increasing the frequency of

feedback4. What is grandma’s principle?5. Name three ways to train students using a task

analysis

8. Unit Schedule

1. Discussion about guided notes and feedback2. Demonstration of a feedback strategy3. Discussion of reinforcements 4. Discussion of task analyses5. Group exercise on task analyses and mnemonics

Graphic Organizer for CTE in Mixed-Ability Classrooms-Module 2

2.A. Guided Notes and Outlines

Guided Notes and Outlines

A number of books and websites explore this topic including http://www.learnerslink.com/curriculum.htm.

Guided notes can include: Having students fill in blanks in the graphic

organizers discussed in module 1. Having students fill in blanks in outlines or

answers to questions distributed by the teacher

Guided notes can be handed in at the end of class to assess student comprehension

6. The Key Concepts

3. Last Unit: 1. Current Unit: 4. Next Unit:

5. Big question

2. Is about: 2. Is about:

Student Guided Outline Matrix Date:

An example of a guided notes question

Guided note question: What are the four key concepts to learn in the Module: Engaging Students?

• G____________ ______________

• M_____________

• F _____________ and _________________

• T ______________ _______________

2.B. Mnemonics

Mnemonics

Key word mnemonics are good for remembering facts or events Uses mental or actual pictures to recall words For example, “Robert Baer is from Wooster”

can be illustrated by a robber bear (bear in a mask) chasing a rooster (for Wooster).

Acronyms good for remembering lists “HOMES” to remember Great Lakes, Huron,

Ontario, Michigan, Erie, and Superior

2.C. Using Feedback and Reinforcements

Feedback

Feedback should be frequent but not over done

Avoid embarrassing students. Use subtle feedback such as thumbs up.

Create more frequent feedback

Have students write answers on marker board and hold these up instead of raising hands

Have students turn in smaller portions of assignments or work at a time

Ideas for strengthening the effect of feedback

Get to know about students by having them fill out cards about their interests, sports teams, family, etc.

Build relationships with students by providing feedback that shows you know them

Reinforcements Positive reinforcements

Intrinsic reinforcements are those that come normally come from completion of the task (e.g. satisfaction, routine verbal praise)

Extrinsic reinforcements are those that have been added to increase student motivation (e.g., tokens, edibles, activities, etc.)

Extrinsic reinforcements may undermine intrinsic reinforcements and should be used with care and faded as soon as possible

Premack or “grandma’s principle” “I will do what you want me to do, when you do what I want

you to do.”

2.D. Task Analyses

Task Analyses

Task analyses Task is broken down into steps

Smaller steps for students experiencing difficulty with a task

Teaching using task analyses Backward chaining -teaches last step until

mastered, then last two steps, etc. Forward chaining -teaches first step until

mastered, then first two steps, etc. Whole task chaining teaches all steps together

Table 2. Weekly task analysis and recording sheet STEPS FOR HAND WASHING Mon. Tues. Wed. Thurs. Fri. 8. Dry area around basin with towel 8 8 8 8 8 7. Dry hands 7 7 7 7 7 6. Turn off water 6 6 6 6 6 5. Rinse hands 5 5 5 5 5 4. Rub hands together vigorously 4 4 4 4 4 3. Apply soap 3 3 3 3 3 2. Wet hands 2 2 2 2 2 1. Turn on water 1 1 1 1 1

Recording Progress with Task Analysis

1. Cross out steps completed independently

2. Circle total number of steps completed

3. Connect circles to create graph of progress

Group Exercise for Module 2

Develop a task analysis for a common household task

Develop a mnemonic to help the student remember the steps in the task analysis

Describe how you would reinforce or give feedback to the student in terms of: What reinforcement or feedback you would use When you would provide this reinforcement or

feedback How you would begin phasing out the reinforcement or

feedback