IRIS MODULE ANSWERS HAYLIE
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IRIS Module on Providing Instructional Supports: Facilitating Mastery of New Skills
Before you start reading the Perspectives and Resources Pages, please go through the challenge scenario and
jot down your initial thoughts about the challenge.
a)
If you were Ms. Price, what could you do to help your students when they struggle with a task?
Look at some writing examples, and see what is expected of them in their paper.
b)
How might Ms. Price provide help to meet the individual needs of all her students, including those with
disabilities?
Work through the paper in chunks. Teach a small part of a paper, for example introduction. After learning about
the introduction, they write their own paragraph and Ms. Price meets with each student 1:1 and give them
feedback. Then once the students finish their introduction, they move onto the body of their paper, and the
conclusion.
Assessment questions: After you have gone through the IRIS module, please answer the following four
questions:
1.
What are the two critical elements to keep in mind when using instructional scaffolding?
-Modeling
-Practice
2.
Briefly describe the three approaches to instructional scaffolding present in this module.
-Content Scaffolding: The teacher selects content that is not too difficult or unfamiliar for students learning a new skill.
-Task scaffolding: A teacher begins by specifying the steps in a task or instructional strategy. He or she then models the
steps in the task, verbalizing his or her thought processes for the students. Then, the students practice the task
independently.
-Material Scaffolding: Involves the use of written prompts or cues to help the students perform a task or use a strategy.
Students can use these as a reference to reduce confusion and frustration.
3.
List at least two reasons why error detection and correction is important.
-Students understand what they should be doing
-Teachers can model “stuckness.” They simulate getting stuck and model how to talk themselves through
the problem rather than giving up.
4.
Imagine you are a fourth-grade teacher and one of your students, who has a learning disability, is
experiencing difficulty with long division:
a.
Which of the approaches discussed in this module would you use to scaffold instruction for this
student?
I would choose task scaffolding
b.
Why did you choose this approach?
This way the students can see what is expected from them, and then once they understand, they can
try themselves. I stated this above in the beginning of the module.
c.
Give a detailed description of how you would use this approach to scaffold instruction for this
student.
Look at some writing examples, and see what is expected of them in their paper.
Work through the paper
in chunks. Teach a small part of a paper, for example introduction. After learning about the introduction, they
write their own paragraph and Ms. Price meets with each student 1:1 and give them feedback. Then once the
students finish their introduction, they move onto the body of their paper, and the conclusion.
Wrap-up: Think back to your initial responses to the following questions. After working through the resources
in this module, do you agree with your Initial Thoughts? If not, what aspects of your answers would you
change?
a)
If you were Ms. Price, what could you do to help your students when they struggle with a task?
I agree with my initial response.
Look at some writing examples, and see what is expected of them in
their paper.
b)
How might Ms. Price provide help to meet the individual needs of all her students, including those with
disabilities?
I agree with my initial response. Work through the paper in chunks. Teach a small part of a paper, for example
introduction. After learning about the introduction, they write their own paragraph and Ms. Price meets with
each student 1:1 and give them feedback. Then once the students finish their introduction, they move onto the
body of their paper, and the conclusion.
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