Planning Task
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Implementinginstrucation.pptxImplementing instrucation
I – Implementing Instruction
Providing access to the general curriculum does not mean that students will automatically be able to do everything that a task, element, or standard requires.
WE STILL
MUST TEACH!
Implementing Instruction
Students must ACTIVELY PARTICIPATE in the task.
The goal is for students to have opportunities to use IEP objectives
embedded within the task.
The number and type of opportunities to use skills within a task may look different for each student.
Good Teaching Strategies
Good teaching strategies are needed in aligned tasks, and in functional activities.
Good teaching strategies are tailored to the student’s individual needs.
Good Teaching Strategies (continued)
Good teaching strategies include:
Structure of the task
Materials used
Technology access
Connection between the task and what the student is to learn based upon his/her needs
Behavior management / Reinforcement strategies
Task Structure
Structure within the task should include:
Student preparation
Teacher instruction
Student response
Feedback on performance
The structure for each task should stay the same, but the method and information presented should be tailored for each student.
Student Preparation
Makes a connection between the student, the task, the skill, and real-life
Materials and technology are introduced
This step gets the student ready to participate in the task
Providing Instruction and Student Response
Systems of prompts (time delay, least to most, most to least, etc.) provide a method thorough which the student receives instruction and support within the task
Type of prompting system will help determine the type of data to be collected within the task
Providing Instruction and Student Response
The prompting system used will depend upon:
Student functioning and needs
Skill to be taught
Task in which the skill is embedded
Materials to be utilized
Assistive Technology (AT)
Assistive Technology (AT) plays a MAJOR role in providing access to the tasks for students with significant cognitive disabilities
AT should be provided to give the student information needed to complete the task, and for the student to actively participate in the activities.
Assistive Technology (continued)
AAC devices (low to high tech) can provide access to communication.
Receptive and expressive
communication options
are required for
all students.
Assistive Technology (continued)
Student use of AT (including low tech, computer programs, AAC) must be taught across tasks, materials, and people.
The use of AT requires updating. As activities and vocabulary change, so should student materials, communication boards, AAC vocabulary, etc.
KEYBOARD
Feedback on Performance
Students should be provided with feedback on their performance of skills within and among tasks.
The feedback can take many different forms, and should take into consideration the student functioning level, activity, setting, and task.
Providing feedback allows the student to interact with other people and materials, as well as to be a part of their educational plan.
The Alignment Rubric
Instructional Methodology
Consistency is the KEY!
When providing instruction, be consistent in the way materials are presented, support is given, and feedback provided.
Students with significant cognitive disabilities need numerous attempts to learn a skill. They also need to focus on their participation within the task, and not try to decode new information given by the teacher.
When utilizing new materials, people, tasks, or settings (generalization), some aspects of instruction should remain constant to ensure that skills can be appropriately used.
Dimension Not Evident Minimal Satisfactory Exceptional
Instructional methodology
implemented during the
aligned activities
Instruction provided does
not require student
response. No information
about the instructional
activity is presented.
Consideration of student
needs in determining
instructional methodology
used is not evident.
Instruction provided
requires a minimal response
from the student, even
when considering the
student’s level of
functioning. Limited
information about the
instructional activity is
presented, even when
considering the student’s
level of functioning.
Consideration of student
needs/technology in
determining methodology
used is evident, but not
individualized for the
instruction presented.
Instruction provided
requires an active response
from the student which is
appropriate for the
student’s level of
functioning and for the
activity being presented.
Information about the
instructional activity is
presented in a manner that
allows the student to
understand the purpose of
the activity in their
educational plan.
Methodology utilized takes
into consideration student
needs/technology and
performance, and is
individualized for the
instruction presented.
Instruction provided
requires an active response
from the student which is
appropriate for the
student’s level of
functioning and for the
activity being presented.
Information about the
instructional activity is
presented in a manner that
allows the student to
understand the purpose of
the activity in their
educational plan.
Methodology utilized takes
into consideration student
needs/technology and
performance, and is
individualized to the
instruction presented.
Feedback on performance
is given to the student in a
timely manner, and student
response to interactions is
acknowledged and
considered for future
decisions.
|
Dimension |
Not Evident |
Minimal |
Satisfactory |
Exceptional |
|
Instructional methodology implemented during the aligned activities |
Instruction provided does not require student response. No information about the instructional activity is presented. Consideration of student needs in determining instructional methodology used is not evident. |
Instruction provided requires a minimal response from the student, even when considering the student’s level of functioning. Limited information about the instructional activity is presented, even when considering the student’s level of functioning. Consideration of student needs/technology in determining methodology used is evident, but not individualized for the instruction presented. |
Instruction provided requires an active response from the student which is appropriate for the student’s level of functioning and for the activity being presented. Information about the instructional activity is presented in a manner that allows the student to understand the purpose of the activity in their educational plan. Methodology utilized takes into consideration student needs/technology and performance, and is individualized for the instruction presented. |
Instruction provided requires an active response from the student which is appropriate for the student’s level of functioning and for the activity being presented. Information about the instructional activity is presented in a manner that allows the student to understand the purpose of the activity in their educational plan. Methodology utilized takes into consideration student needs/technology and performance, and is individualized to the instruction presented. Feedback on performance is given to the student in a timely manner, and student response to interactions is acknowledged and considered for future decisions. |
