1. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 0 The Inclusive Classroom: Strategies for Effective Differentiated Instruction By Margo A. Mastropieri Thomas E. Scruggs Blanche Jackson Glimps, Contributor

2. Improving Attention and Memory Chapter 11 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 1

3. 2 Objectives  Understand the importance of attention and memory for the school success of students with special needs.  Describe preconditions for improving attention in the classroom.  Describe and implement strategies for improving attention.  Describe extreme cases of attention deficits and the effects of stimulant medications.

4. Objectives (cont.)  Describe preconditions for improving memory for students with special needs.  Describe and implement strategies to enhance memory.  Describe, create, and apply mnemonic strategies to improve and enhance memory. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 3

5. 4 Attention and Memory Fundamental processes necessary for learning Students with special needs often have difficulty with attention Students with intellectual disabilities may attend to wrong stimuli Students with physical or sensory impairments have difficulty attending when the task interacts with disability areas Students with AD/HD have significant problems attending

6. Preconditions for Attention Address the preconditions with teacher effectiveness Strategies that enhance attention for all Interesting and engaging lessons, planning, presentation, structure, clarity, enthusiasm, attention- getting demonstrations Questions to ask Do you model enthusiasm and excitement about the lesson? Do you use interesting and motivating examples to enhance the lesson? Are you using attention-getting demonstrations? The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 5

7. Attention Improvement Strategies Provide assistance with basic skills problems Students with special needs do not read or write as well as others May appear not to focus because lessons may be beyond skill level Don’t pay attention to directions Don’t process oral language as fast as it is spoken The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 6

8. Attention Improvement Strategies (cont.) Direct appeal to attend Proximity Breaking up activities Allow sufficient movement Provide student activities Use classroom peers to promote attention Provide direct consequences for attention Teach self-recording strategies The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 7

9. Extreme Attention Deficits Provide intensive teacher-led instruction Consider strengths and weaknesses of stimulant medication Medication helps to focus attention more appropriately Should be used in conjunction with cognitive/behavioral training Affects behavior and attention more than higher-order skills, learning, or achievement ONLY prescribed or recommended by a doctor (not teacher) Side effects can include insomnia, decreased appetite, irritability, mood changes, weight loss, headaches Teacher’s job is to collect formative data on how medication affects student’s behavior both positively and negatively The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 8

10. Students with Autism Often have severe attention problems Difficulty attending even with adequate hearing May benefit from One-on-one instruction Reinforcers for attending and responding appropriately Ongoing supervision Difficulty with joint attention The ability to coordinate attention between desired object and a person in a social context (e.g., follow adult’s eye gaze to an object) The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 9

11. Memory Critical for school learning Students must remember critical information before they can reason effectively with the information Semantic memory Memory of facts and concepts about the world Episodic memory Memory of personal experiences Everyday memory Information encountered in everyday experience The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 10

12. Types of Memory Long-term memory Information held indefinitely (your birthday) Short-term memory Information held briefly and then placed in long-term memory or forgotten (a telephone number) Working memory Information actively processed in short-term memory. Temporarily storing and manipulating information (solving a two-part math problem) The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 11

13. Memory Preconditions Ensure all students are attending Maintain well-organized, distraction-free classroom Keep students motivated to learn Keep morale high Use engaging lessons The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 12

14. Strategies for Improving Memory Develop Metamemory The process of knowing about memory Use external memory Use assignment books, notes, physical prompts to remember Enhance meaningfulness Keep it relevant to the students’ experiences Use concrete examples, pictures, or imagery Bring an example of the concept being studied Use illustrations, imagery, field trips, etc. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 13

15. Strategies for Memory Minimize interfering information Stick to the topic Use enactments and manipulations We remember things we do better than things we hear or recite Promote active reasoning Engage students in the learning process Increase Practice Use overlearning by questioning and practice after learning Use clustering and organization Semantic maps or relationship charts Promote elaboration The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 14

16. Mnemonic Techniques Effective when they are: Used to reinforce objectives to remember content Directly taught and practiced Combined with comprehension instruction Included with application activities Three types: keyword method, pegword method, and letter strategies The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 15

17. Mnemonic Techniques Use the keyword methods for verbal associations Use to strengthen the connection between a new word and its associated information The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 16

18. Reconstructive Elaborations Combine mnemonic strategies with reconstructive elaborations or procedures for reconstructing information into more meaningful forms Three types of reconstructions keyword or acoustic reconstruction symbolic mimetic The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 17

19. Reconstructive Elaborations Acoustic reconstruction Best used when information is unfamiliar Symbolic reconstruction Information is reconstructed into a symbolic picture Mimetic reconstruction Information is both familiar and concrete Does not need to be transformed into familiar forms The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 18

20. Mnemonic Techniques Use the pegword methods for numbered or ordered information are rhyming words for numbers Use letter strategies for lists Use acronyms and acrostics Combine with keywords or pegwords Create mnemonic pictures Combine mnemonics with other classroom strategies The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 19

21. Mnemonic Techniques Acronyms Word formed from the first letters of the list to be remembered HOMES- to remember the names of the Great Lakes Acrostic Word created from each first letter arranged to make a sentence My Dear Aunt Sally- multiply and divide before adding and subtract in a math sentence The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 20

22. Mnemonic Techniques Create mnemonic pictures Pictures have to be recognizable-not artistic Combine mnemonics with other classroom strategies Use the keyword method to recall important vocabulary Use mnemonics in peer tutoring The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 21