Chapter 3: Clinical Teaching SPED 561 1© Witzel, 2009

What is clinical teaching Tailored learning experiences set to the needs of the individual child Follows the purpose of an IEP - individualization Synonyms –Remediation –Intervention –Educational therapy –Instructional strategies –“good teaching” 2© Witzel, 2009

Clinical Teaching cycle Starts with assessment of individual performance and needs Planning of the teaching task Implementation of the plan Evaluation of student performance Modification of the assessment 3© Witzel, 2009

Differentiated Instructional to Meet Learning Differences Teaching needs to be adapted to the needs of the students Do not teach to the middle, the lowest, or the highest. Teach to the needs of each student. Recognize the strengths of students and work with them rather than around them 4© Witzel, 2009

Provide Support Levine in a Mind at a Time (2002), in cooperation with the Schwab foundation, wrote that we need to help children recognize there is nothing wrong with thinking differently. Ways parents can help –Know thy child –Respond to gaps –Foster strengths, knacks, talents, and interests –Support education daily –Maintain and intellectual life at home –Foster optimism and a positive view of the future 5© Witzel, 2009

Types of differentiated instruction Psychological processing (perception, memory and attention) informs why we differentiate but is not a type of instruction Cognitive strategies Direct instruction and mastery learning Special teaching techniques Psychotherapeutic teaching 6© Witzel, 2009

Differentiated environment Difficulty level Space Time Language Interpersonal relationship 7© Witzel, 2009

Instructional options Accommodations v modifications Increasing attention and academic engagement Peer tutoring and reciprocal teaching Explicit instruction Active learning Scaffolded instruction 8© Witzel, 2009

Distinguishing Modifications and Accommodations The term “modification” is occasionally used interchangeably with the term “accommodation” (Hollenbeck, Tindal, & Almond, 1998). They are actually very different in concept and purpose A modification is considered a change in the content of the test, whereas an accommodation is considered a change in the way a test is administered. © Witzel, 20099

Potential accommodations Extra wait time Procedures clarification Minimize classroom distractions Homework reminders and planners Weekly progress report and home checks Increased 1:1 assistance Peer tutoring or reciprocal teaching Homework from previous week Classroom signals for attention Visual organizer Scribe or notetaker Guided notes Shortened assignments “Chunked” lesson of brief assessed activities throughout a lesson Frequent praise to teach proper academic and social behaviors Any more???? © Witzel,

Potential modifications Altered grading procedures Alternate but related standard during lesson Different reading assignments Different questions Alternate assessment content and / or expectations Elimination of parts of assignments if they remove a standard Calculator during math fluency assignment © Witzel,

Connected Teaching Steps Best Practices consistent in math research literature: –Advance Organizer –Model –Guided Practice –Independent Practice –Feedback –Maintenance and Generalization Observe these steps in © Witzel,

Let’s try some examples First some modeling “I do it” Then well work together on some “We do it” Then you try some on your own “You do it” PA DOE on modeling List all of the explicit instruction principles from: -6 th grade math nRpZAM-?p=explicit+instruction+granite+school+district&ei=utf-8&n=21&tnr=21 nRpZAM-?p=explicit+instruction+granite+school+district&ei=utf-8&n=21&tnr=21 -elementary with Anita Archer ?p=explicit+instruction+anita+archer&ei=utf-8&n=21&tnr=21 ?p=explicit+instruction+anita+archer&ei=utf-8&n=21&tnr=21 © Witzel,

Models of Information Transfer Cecil Mercer “I do it” “We do it” “You do it” Matt McGue The 5 steps to Apprenticeship 1.“I do, you watch, we talk” 2.“I do, you help, we talk” 3.“You do, I help, we talk” 4.“You do, I watch, we talk” 5.“You do, someone else watches” © Witzel,

“I do it” “We do it” “You do it” What are the explicit steps to: 1.Changing floors using an elevator 2.Checking out at a grocery store 3.Greeting a new neighbor 4.Confronting your boss with a problem How does this process apply to your area of education? © Witzel,

Summary A common complaint of administrators in inclusive settings is that teachers struggle to differentiate instruction. How could this be accomplished? Examples / Ideas? What instructional options could be employed on a daily basis? 16© Witzel, 2009