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Apr 3, 2024
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Module 8: Selecting Instructional Strategies for Students with Exceptionalities and Giftedness in Inclusive Classrooms
Note
: You are encouraged to download the Study Guide to document your responses. If you plan to print the Study Guide and complete it by hand (recommended), expand the tables after you download it to provide more space to enter a complete response.
Learning Objective: The candidate recommends instructional strategies that align to the needs of students with exceptionalities and challenge gifted students.
Principles of Explicit Instruction:
What is explicit instruction?
o
Explicit instruction is characterized by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved
What are the principles of explicit instruction?
1.
Focus instruction on critical content. Teach skills, strategies, vocabulary terms, concepts, and rules that will empower students in the future and match the students’ instructional needs. 2.
Sequence skills logically. Consider several curricular variables, such as teaching easier skills before harder skills, teaching high-frequency skills before skills that are less frequent in usage, ensuring mastery of prerequisites to a skill before teaching the skill itself, and separating skills and strategies
that are similar and thus may be confusing to students. 3.
Break down complex skills and strategies into smaller instructional units. Teach in small steps. Segmenting complex skills into smaller instructional units of new material addresses concerns about cognitive overloading, processing demands, and the capacity of students’ working memory. Once mastered, units are synthesized (i.e., practiced as a whole). 4.
Design organized and focused lessons. Make sure lessons are organized and focused, in order to make optimal use of instructional time. Organized lessons are on topic, well sequenced, and contain no irrelevant digressions. 5.
Begin lessons with a clear statement of the lesson’s goals and your expectations. Tell learners clearly what is to be learned and why it is important. Students achieve better if they understand the instructional goals and outcomes expected, as well as how the information or skills presented will help them. 6.
Review prior skills and knowledge before beginning instruction. Provide a review of relevant information. Verify that students have the prerequisite skills and knowledge to learn the skill being taught in the lesson. This element also provides an opportunity to link the new skill with other related skills. 7.
Provide step-by-step demonstrations. Model the skill and clarify the decision-making processes needed to complete a task or procedure by thinking aloud as you perform the skill. Clearly demonstrate the target skill or strategy, in order to show the students a model of proficient performance. 8.
Use clear and concise language. Use consistent, unambiguous wording and terminology. The complexity of your speech (e.g., vocabulary, sentence structure) should depend on students’ receptive vocabulary, to reduce possible confusion. 9.
Provide an adequate range of examples and non-examples. In order to establish the boundaries of when and when not to apply a skill, strategy, concept, or rule, provide a wide range of examples and non-examples. A wide range of examples illustrating situations when the skill will be used or
applied is necessary so that students do not underuse it. Conversely, presenting a wide range of non-examples reduces the possibility that students will use the skill inappropriately. 10.
Provide guided and supported practice. In order to promote initial success and build confidence, regulate the difficulty of practice opportunities during the lesson, and provide students with guidance in skill performance. When students demonstrate success, you can gradually increase task
difficulty as you decrease the level of guidance.
11.
Require frequent responses. Plan for a high level of student–teacher interaction via the use of questioning. Having the students respond frequently (i.e., oral responses, written responses, or action responses) helps them focus on the lesson content, provides opportunities for student elaboration, assists you in checking understanding, and keeps students active and attentive. 12.
Monitor student performance closely. Carefully watch and listen to students’ responses, so that you can verify student mastery as well as make timely adjustments in instruction if students are making errors. Close monitoring also allows you to provide feedback to students about how well they are doing. 13.
Provide immediate affirmative and corrective feedback. Follow up on students’ responses as quickly as you can. Immediate feedback to students about the accuracy of their responses helps ensure high rates of success and reduces the likelihood of practicing errors. 14.
Deliver the lesson at a brisk pace. Deliver instruction at an appropriate pace to optimize instructional time, the amount of content that can be presented, and on-task behavior. Use a rate of presentation that is brisk but includes a reasonable amount of time for students’ thinking/ processing, especially when they are learning new material. The desired pace is neither so slow that students get bored nor so quick that they can’t keep up. 15.
Help students organize knowledge. Because many students have difficulty seeing how some skills and concepts fit together, it is important to use teaching techniques that make these connections more apparent or explicit. Well-organized and connected information makes it easier for students to retrieve information and facilitate its integration with new material. 16.
Provide distributed and cumulative practice. Distributed (vs. massed) practice refers to multiple opportunities to practice a skill over time. Cumulative practice is a method for providing distributed
practice by including practice opportunities that address both previously and newly acquired skills. Provide students with multiple practice attempts, in order to address issues of retention as well as automaticity.
Teaching Functions
Description Review
a. Review homework and relevant previous learning.
b. Review prerequisite skills and knowledge.
Presentation a. State lesson goals.
b. Present new material in small steps.
c. Model procedures.
d. Provide examples and non-examples.
e. Use clear language.
f. Avoid digressions.
Guided practice
a. Require high frequency of responses.
b. Ensure high rates of success.
c. Provide timely feedback, clues, and prompts.
d. Have students continue practice until they are fluent.
Corrections and feedback
a. Reteach when necessary.
Independent practice
a. Monitor initial practice attempts.
b. Have students continue practice until skills are automatic.
Weekly and monthly reviews
How Explicit Instruction Addresses the Needs of Students:
What are two ways using explicit instruction is beneficial for students?
o
Multiple opportunities for success give students more opportunities to master content and, while self-esteem is not the primary goal of explicit instruction, build student self-confidence.
Concerns and Misconceptions about Explicit Instruction:
What are two misconceptions?
o
repeated drilling, worksheet-based instruction
o
teacher-centered
o
decontextualized learning
o
drill and kill
How would you respond to these misconceptions?
o
if novice and intermediate learners are given guidance through supports such as clear models or worked examples, the tax on working memory is significantly reduced; the more information and guidance provided, the less the working memory load, and this lessening allows students to
focus on what is to be learned
o
that many students struggle with learning when necessary guidance and support are not provided. We contend that appropriate use of explicit elements of instruction is indeed “student-centered,” in that it incorporates what we know about how students learn new material and about the skills they need in order to be successful.
o
can be avoided by making sure students understand how the pieces (i.e., skills) fit and by bringing the pieces together through contextualized practice and expanded instruction. This helps students begin to broaden their understanding and application of skills in less guided and more exploratory activities.
o
routine practice is an extremely powerful instructional tool that not only helps students learn and retain basic skills and facts in a fluent fashion, but has positive outcomes when students attempt higher-order strategies
Best Practices for Students Who Are Gifted and Talented:
Describe some aspects of inappropriate instruction for gifted learners. a.
Instruction for gifted learners is inappropriate when it asks them to do things they already know
how to do, and then to wait for others to learn how. Many advanced learners regularly complete assignments calling on materials, ideas and skills they have already mastered. Then they wait for peers to catch up, rather than being pre-assessed and assigned more advanced materials, ideas and skills when they demonstrate competency.
b.
Instruction for gifted learners is inappropriate when it asks them to do "more of the same stuff faster." Reading more books that are too easy and doing more math problems that have ceased
being a challenge are killers of motivation and interest.
c.
Instruction for gifted learners is inappropriate when it cuts them loose from peers and the teacher for long periods of time. Asking a highly able student to sit at a desk in the back of theroom and move through the math book alone ignores a child's need for affiliation, and overlooks the fact that a teacher should be a crucial factor in all children's learning. It also violates the importance of meaningful peer interaction in the learning process, as well as in the process of social and emotional development. d.
Instruction for gifted learners is inappropriate when it is structured around "filling time." Highly able students are often asked to go write a play, complete a puzzle, or do classroom chores
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because they have completed required tasks that take others longer. It would be difficult to defend such practices as a high-quality use of educational time. e.
Instruction for gifted learners is inappropriate when they spend substantial time in the role of tutor or "junior teacher." All students need to be colleagues for one another, giving a hand or clarifying procedures when needed. That's quite different from when advanced learners spend chunks of time on a regular basis teaching what they already know to students who are having difficulty. Some educators suggest that doesn't harm highly able learners because their test scores remain high. That begs the question of the extended learning these students might have garnered had the same amount of time been spent in pursuit of well-planned new ideas and skills. f.
Instruction for gifted learners is inappropriate when it is rooted in novel, "enriching" or piecemeal learning experiences. If a child were a very talented pianist, we would question the quality of her music teacher if the child regularly made toy pianos, read stories about peculiar happenings in the music world, and did word-search puzzles on the names of musicians. Rather,
we would expect the student to work directly with the theory and performance of music in a variety of forms and at consistently escalating levels of complexity. We would expect the young pianist to be learning how a musician thinks and works, and to be developing a clear sense of her own movement toward expert-level performance in piano. Completing word-search puzzles, building musical instruments and reading about oddities in the lives of composers may be novel, may be "enriching,"(and certainly seems lacking in coherent scope and sequence, and therefore sounds piecemeal). But those things will not foster high-level talent development in music. The same hold true for math, history, science, and so on
List 6 strategies for challenging gifted learners.
1.
Offer the Most Difficult First
2.
Pre-Test for Volunteers
3.
Prepare to Take It Up
4.
Speak to Student Interests
5.
Enable Gifted Students to Work Together
6.
Plan for Tiered Learning
Appropriate Compacting/Accelerating to Meet the Needs of Students Who are Gifted and Talented:
Explain how curriculum compacting can benefit gifted students. a.
(1) defining the goals and outcomes of a particular unit or segment of instruction, (2) determining and documenting which students have already mastered most or all of a specified set of learning outcomes, and (3) providing replacement strategies for material already mastered through the use of instructional options that enable a more challenging and productive use of the student’s time
List some types of acceleration for gifted students. a.
Early admission to kindergarten
b.
Early admission to first grade
c.
Grade-skipping (or whole-grade acceleration)
d.
Continuous progress
e.
Self-paced instruction
f.
Subject-matter acceleration/partial acceleration (Or content-based acceleration)
g.
Combined classes
h.
Curriculum compacting
i.
Telescoping curriculum
j.
Mentoring
k.
Extracurricular programs
l.
Distance learning or online learning courses
m.
Concurrent/Dual enrollment
n.
Advanced Placement
o.
International Baccalaureate program
p.
Accelerated/honors high school or residential high school on a college campus
q.
Credit by examination
r.
Early entrance into middle school, high school, or college
s.
Acceleration in college
t.
Early graduation from high school or college
Systemic Instruction:
Describe the three hallmarks of systematically designed instruction. a.
Systematic instruction is goal-driven, is logically organized and sequenced, and includes scaffolds and supports.
Explain the term “task analysis.”
a.
Task analysis involves breaking a task or piece of information into smaller steps or pieces of information so that students can more easily master it.
Key Terms
Explicit Instruction
Scaffolded Instruction
Curriculum Compacting
Acceleration
Systematic Instruction
Task Analysis
Teacher Cues