Instructional Methods Secondary Learners. Factors that limit the extent of acquisition of secondary curriculum Information and skills acquired at a.
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Presentation on theme: "Instructional Methods Secondary Learners. Factors that limit the extent of acquisition of secondary curriculum Information and skills acquired at a."— Presentation transcript:
Factors that limit the extent of acquisition of secondary curriculum Information and skills acquired at a slower rate. Information and skills are less likely to be acquired through experiences incidental to the learning task. Information and skills acquired in one setting are less likely to generalize to other settings or conditions. Information and skills are less likely to be retained following instruction. ( Schloss, Smith & Schloss, 1990 pg. 74)
Two instructional methods Learning strategies – “techniques, principles, or rules that facilitate the acquisition, manipulation, integration, storage, and retrieval of information across information and settings” (Alley & Deshler, 1979, p.13) Direct instruction – “direct measurement of a student’s performance on a learning task and the accompanying arrangement of instructional programs and procedures for each student” ( Haring & Gentry, 1976) Cooperative learning
RAP Read the paragraph Ask yourself what were the main ideas and two details Put the main idea and details into your own words.
Learning strategies emphasize how to learn new information Teaching a learning strategy –Assess the current performance level –Describe the skill –Demonstrate the strategy –Allow students to self instruct –Provide controlled practice –Provide reinforcement or corrective feedback –Post assess
Examples: Reading comprehension R = read the sentence I = image in your mind D = describe how the new image is different from the previous sentence E = evaluate the image to make sure it is complete R = repeat as you read the next sentence
Writing: defending your position D = decide on exact position E = examine the reasons for the position F =form a list of points that explains each position E = expose your position in the first sentence N = note your reasons and support points D = drive home your position in the last sentence S =search for errors and correct
Preparing for class P = plan locker visits R = reflect on what you need to get E = erase personal needs P =PSYCH yourself up Pause for an attitude check Say a personal goals related to the class Yoke in negative thoughts Challenge yourself to a good performance A =ask yourself where class has been and where class if going R=review notes and any study guides E =explore the meaning of the teacher’s class
Direct Instruction Phases of direct instruction –Assessment of student characteristics –Establishment of instructional goals –Systematic planning of instruction –Use of instructional materials –Use of replicable instructional procedures –Use of motivating consequences –Monitoring of student progress
Application Mark is a senior who is moderately developmentally delayed. Although he is living at home, he will be moving to a group home shortly after he graduates from high school. The IEP/ITP team has targeted the following: –Development of independent living skills
Application Bill is a senior with a mild learning disability. He has expressed an interest in attending a local community college to study hotel and restaurant management. Members of his IEP.ITP team have identified the following: –Written language skills –Functional math skills