peers replies

Week 10: Instructional HLPs

Lindsay - I believe HLP 16: Use Explicit Instruction has one of the greatest impacts on student learning. Many students in special education need skills to be directly taught, modeled, and practiced before they can complete tasks independently. As a special education teacher working with students with emotional and behavioral needs, I see how important it is to provide clear expectations and step-by-step instruction. When students understand what is expected of them, they are more likely to be successful and less likely to become frustrated.

In my classroom, I use explicit instruction and scaffolded supports by breaking assignments into smaller, more manageable steps, modeling expectations, and providing visual supports. For example, I have a student who can complete his math assignments but often refuses to start. At times, he becomes so frustrated that he crumples or tears up his paper. I am considering using a file folder with the assignment divided into three sections, letting him choose which section to complete first. I hope that giving him some control over the assignment and making the work appear less overwhelming will help with task initiation. I also use technology programs that allow students to practice academic skills at their own level and pace. Does anyone else have any ideas on how to get this student to stop ripping up his assignments?

One of the biggest challenges with implementing these practices is meeting the different needs of students while managing behaviors and providing instruction. What works for one student may not work for another, and strategies that are successful one day may not be as effective the next. It can also be difficult to provide consistent instruction and supports when students struggle with emotional regulation or refuse to participate. I think it is important to remain flexible, continue trying different strategies, and use student progress to determine what is working.

Jordan - It is difficult to choose one HLP as having the greatest impact on student learning as they all provide different aspects that are equally impactful depending on the student and their needs. The instructional HLP's that I find have the most impact on student learning would be HLP 7, 10, 13, 15, and 16.

To apply explicit instruction in a special education classroom I would use teacher modeling to state the learning goal and model the skill, guided practice of the teacher and students working through the skill and providing immediate corrective feedback while checking for understanding, and independent practice for the student to perform the skill on their own while the teacher continues to monitor progress. To apply scaffolded supports in a special education classroom I would use visual aids such as step-by-step checklists or flowcharts, pre-teaching key terms or background knowledge before diving into complex units, providing sentence starters and word banks. Lastly, applying instructional technology in a special education classroom may look like interactive whiteboards and projectors with visual timers displayed, projected step models, screen readers from assistive software and speech-to-text tools.

Teachers may encounter challenges of pacing students with different levels of need, keeping sustained attention, finding time to break skills down into isolated steps while still meeting district curriculum timelines and testing goals. Many students have strengthened the learned helplessness with scaffolding that is too comfortable and can become dependent on accommodations instead of it building independence, fading supports too early or keeping them too long, and the massive prep time it takes to design, organize, and implement different supports can all be challenges teachers encounter while implementing these practices.

Olivia - I think the instructional HLP that has the greatest impact on student learning is HLP 16: Use explicit instruction. Students in special education often benefit from having skills broken down into smaller, manageable steps with clear modeling and guided practice before working independently. In my K–1 special education classroom, I see how important it is to provide clear directions, model what I want students to do, and give them opportunities to practice with support. I would also use scaffolded supports, such as visuals, sentence starters, manipulatives, and repeated practice, to help students build confidence and become more independent. Instructional technology can also be helpful when it provides students with engaging, interactive ways to practice skills at their own pace.

One challenge teachers might encounter when implementing these practices is finding the time to plan and individualize instruction for students with different learning needs. In special education, students may be working on very different skills, even when they are in the same grade level. Another challenge is knowing when to remove scaffolds so students can begin completing tasks independently. Technology can also be difficult to implement if students become distracted by the devices or if teachers do not have enough training or resources. Overall, I think the key is finding a balance between providing enough support for students to be successful while still encouraging them to challenge themselves and develop independence.

Week 10: Instructional HLPs

Lindsay - I believe HLP 16: Use Explicit Instruction has one of the greatest impacts on student learning. Many students in special education need skills to be directly taught, modeled, and practiced before they can complete tasks independently. As a special education teacher working with students with emotional and behavioral needs, I see how important it is to provide clear expectations and step-by-step instruction. When students understand what is expected of them, they are more likely to be successful and less likely to become frustrated.

In my classroom, I use explicit instruction and scaffolded supports by breaking assignments into smaller, more manageable steps, modeling expectations, and providing visual supports. For example, I have a student who can complete his math assignments but often refuses to start. At times, he becomes so frustrated that he crumples or tears up his paper. I am considering using a file folder with the assignment divided into three sections, letting him choose which section to complete first. I hope that giving him some control over the assignment and making the work appear less overwhelming will help with task initiation. I also use technology programs that allow students to practice academic skills at their own level and pace. Does anyone else have any ideas on how to get this student to stop ripping up his assignments?

One of the biggest challenges with implementing these practices is meeting the different needs of students while managing behaviors and providing instruction. What works for one student may not work for another, and strategies that are successful one day may not be as effective the next. It can also be difficult to provide consistent instruction and supports when students struggle with emotional regulation or refuse to participate. I think it is important to remain flexible, continue trying different strategies, and use student progress to determine what is working.

Jordan - It is difficult to choose one HLP as having the greatest impact on student learning as they all provide different aspects that are equally impactful depending on the student and their needs. The instructional HLP's that I find have the most impact on student learning would be HLP 7, 10, 13, 15, and 16.

To apply explicit instruction in a special education classroom I would use teacher modeling to state the learning goal and model the skill, guided practice of the teacher and students working through the skill and providing immediate corrective feedback while checking for understanding, and independent practice for the student to perform the skill on their own while the teacher continues to monitor progress. To apply scaffolded supports in a special education classroom I would use visual aids such as step-by-step checklists or flowcharts, pre-teaching key terms or background knowledge before diving into complex units, providing sentence starters and word banks. Lastly, applying instructional technology in a special education classroom may look like interactive whiteboards and projectors with visual timers displayed, projected step models, screen readers from assistive software and speech-to-text tools.

Teachers may encounter challenges of pacing students with different levels of need, keeping sustained attention, finding time to break skills down into isolated steps while still meeting district curriculum timelines and testing goals. Many students have strengthened the learned helplessness with scaffolding that is too comfortable and can become dependent on accommodations instead of it building independence, fading supports too early or keeping them too long, and the massive prep time it takes to design, organize, and implement different supports can all be challenges teachers encounter while implementing these practices.

Olivia - I think the instructional HLP that has the greatest impact on student learning is HLP 16: Use explicit instruction. Students in special education often benefit from having skills broken down into smaller, manageable steps with clear modeling and guided practice before working independently. In my K–1 special education classroom, I see how important it is to provide clear directions, model what I want students to do, and give them opportunities to practice with support. I would also use scaffolded supports, such as visuals, sentence starters, manipulatives, and repeated practice, to help students build confidence and become more independent. Instructional technology can also be helpful when it provides students with engaging, interactive ways to practice skills at their own pace.

One challenge teachers might encounter when implementing these practices is finding the time to plan and individualize instruction for students with different learning needs. In special education, students may be working on very different skills, even when they are in the same grade level. Another challenge is knowing when to remove scaffolds so students can begin completing tasks independently. Technology can also be difficult to implement if students become distracted by the devices or if teachers do not have enough training or resources. Overall, I think the key is finding a balance between providing enough support for students to be successful while still encouraging them to challenge themselves and develop independence.