supporting the instructional process instructional assistant training
TRANSCRIPT
Agenda• Identify instructional concepts (cues/prompting,
modeling, shaping, wait time, intrinsic/ extrinsic reinforcers, and fading)
• Apply these instructional concepts to scenarios as strategies to teach independence
• Identify and apply factors that promote learning under the direction of the partner teacher(s)
• Recognize the different stages of learning and utilize suggested instructional strategies at each stage
PD Opportunities
3rd Quarter- February 26th
• Behavior Improvement Strategies
4th Quarter- April 8th
• TBD based upon participant evaluations and feedback
Activity• You will work in your groups.
• Groups will match the BLUE concept with the GREEN definition, and two YELLOW Scenarios.
Concept 1: Cues/ Prompting
• Verbal or nonverbal signals that indicate what action is necessary (use from least to most intrusive cues/ prompts)o Draw attention to the natural cues/prompts in
some wayo Ask a question about necessary actiono Give an optiono Tell the student what action to takeo Physically guide the student through the
process
Concept 2: Modeling• To demonstrate a behavior or
completion of task for the learner
o Point out someone who is doing the behavior correctly
o Demonstrate the action that needs to be taken
Concept 3: Shaping• To teach a behavior or task by
providing cues, models and consequences for steps demonstrated gradually until the final behavior or task is learnedo Break the task/ behavior into small stepso Model stepso Have student complete initial or final step of the
task that has been broken down into smaller steps and modeled for the student
o Gradually add steps for the student to complete
Concept 4: Wait Time• The amount of time given to the
student to respond to a question or complete a task
o After questioning/ modeling allowing adequate time for the student to respond before providing further cues or prompts
Concept 5: Fading• A gradual reduction of cues,
prompts, and extrinsic reinforcers as the student demonstrates desired behavior or task
Concept 6: Intrinsic Reinforcers
• Reinforcers that occur naturally; student’s personal interests and motivationso Draw attention to the natural consequences of
performing the behavior/ tasko Ask a question about what natural
consequences result from performing the behavior
o Pair the intrinsic reinforcer with an extrinsic reinforcer
Concept 7: Extrinsic Reinforcers
• Reinforcers that are contrived (not naturally occurring) and are intentionally provided to increase the behavior or to ensure task completiono Reward systemso First/ Then (behavior or task followed by
desired activity)
Factor 1: Using effective classroom management
• Frequent monitoring of activities by teacher and paraeducator
• Establishing and teaching routine activities through demonstration, modeling, guided practice, independent practice, and generalization procedures (e.g. transitions, exchanging papers, gathering materials, leaving the classroom)
• Teacher and paraeducator engaging in frequent positive and supportive interactions
• Reinforcing student accomplishments
Factor 2: Using direct systematic teaching
• Demonstration
• Guided practice with prompts
• Feedback
Factor 3: Focusing on time for learning
• Ensuring that students are actively engaged in learning activities for longer periods of time or increasing their time on task
Factor 4: Providing opportunities for success
• Once an instructional strategy has been effective in teaching a skill, allowing for repetitive correct responses builds fluency and competence.
Factor 5: Establishing goals and expectations
• Having a specific goal with mastery criteria provides a rationale for academic tasks. Achievement improves when students are expected to succeed.
Factor 6: Monitoring progress and giving feedback
• Frequently checking on students’ progress
• Adapting instruction to ensure that an appropriate instructional match is being maintained
Factor 7: Providing positive and supportive learning
environments• Emphasizing the positive events in
the classroom rather than the negative ones
• Voicing the belief that all children can learn
• Reinforcing productivity• Developing instructional plans that
consider the needs and characteristics of the students
Factor 8: Teaching students to generalize learning
• Teaching students how to use learning strategies and then give them practice utilizing them across subjects.
• Utilizing attributional retraining which centers on teaching students to see that success is due to their own efforts and not ease of task or luck.
• Focusing on metacognitive training that teaches the students to self-evaluate and self-monitor how they solve or complete a task
Group Discussion• You will be assigned 1 or 2 Factors
that Promote Learning.
• Discuss what role you have played when implementing that factor.
• List concrete strategies and examples that support the factor.
Activity• In groups of 3 or 4, discuss the
provided scenario.
• Determine what factors of learning are being demonstrated.