Effective Teaching Practices for Students with disabilities
In the article "Deciding to Teach Them All," Carol Ann Tomlinson states that the question shouldn't be "What labels do my students have?" Rather, the question should be ___________________.
"What are my students' interests and needs?"
In her article "Deciding to Teach Them All," Carol Ann Tomlinson states that the question shouldn't be "What are my students' deficits?" Rather, the question should be ___________________.
"What are my students' strengths?"
In UDL: Theory to Practice—Expert Learners, it states "We have demonstrated key characteristics of an expert learner: high motivation and engagement, extensive knowledge and ability to build new knowledge, and ____________________."
Fluent use of varied strategies.
Ask a question or give a prompt or point to an item. Hold your hand up to signal for silence and think time. Signal and say, "everyone."
Frequent Student Response for Active Engagement
Pose a question or prompt. Have students write answers on individual whiteboards. When adequate response time has been given, have students display whiteboards.
Frequent Student Response for Active Engagement
Practice doesn't make perfect—perfect practice makes perfect
Frequent Student Response for Active Engagement
Put students in teams of 4 and have the members of the team number off from 1-4. Ask a question or give a prompt and provide think time. Team member 1 answers. The rest of the team listens or listens and writes the response. Continue around team one at a time.
Frequent Student Response for Active Engagement
T/F A benefit of explicit and intensive instruction is that it optimizes academic learning time for students with disabilities, as well as other students.
True
T/F A student's readiness varies depending on the topic, and he may struggle at some point but will be advanced at others.
True
T/F A teacher's mindset about a student's ability to learn impacts his or her actions. A teacher's actions impacts a student's mindset. A student's mindset impacts his or her performance.
True
T/F All students are at-risk for feeling uncomfortable and unsafe at school, but students with disabilities may be particularly vulnerable to disrespect, ridicule, and isolation.
True
T/F All students, including students with disabilities, benefit from having clarity of the learning goal.
True
T/F Allowing student choice in completing a learning task is a positive teacher action you can take when you consider learner profile and preferences.
True
T/F Archer and Hughes define Explicit Instruction as a structured, systematic, and effective methodology that is unambiguous and direct.
True
T/F At the "I do" step, the teacher models, explains, and demonstrates with think-alouds
True
T/F Before a teacher can develop respectful work, they must first have clarity of the learning goal and then consider what acceptable evidence of learning looks like.
True
T/F Before teachers can effectively communicate the learning target to students, they must first have a clear understanding of what they want their students to know, understand, and be able to do. All students, including students with disabilities, benefit when the learning target is precisely clarified in student-friendly language.
True
T/F Cognitive strategies refer to knowing the steps of a strategy and applying the steps correctly.
True
T/F Critical content includes content that is most closely matched to what the student needs as well as what is most important for the student to know, understand, and be able to do.
True
T/F Fair means that each student with a disability, as well as every other student, gets what he or she needs to reach rigorous academic standards. Fair does not mean that every student gets the same thing.
True
T/F Focusing on the incorrect answer wastes time, is negative, and can confuse students. Always focus feedback on the correct answer.
True
T/F Formative assessment, used to guide instructional planning and to develop student autonomy, has a powerful impact on student learning.
True
T/F In 2008, the National Mathematics Advisory Panel reported that Explicit Instruction has consistently shown positive effects on the math performance of students having mathematical difficulties, in both the areas of mathematics and problem-solving.
True
T/F In John Hattie's Visible Learning list of 150 influences on achievement, 69 fall in the "zone of desired effects." Direct, explicit, intensive instruction is number 29, indicating a high impact on student achievement.
True
T/F In a responsive classroom, respectful work is based on high expectations and is tightly linked to formal and informal assessment information on each student's readiness, interests, and learning preferences in order to maximize each student's potential.
True
T/F In his book Visible Learning (2009), John Hattie describes this type of instruction as the teacher deciding the learning intentions and success criteria, making them transparent to the students, demonstrating them by modeling, evaluating if the students understand what they have been told by checking for understanding, and tying it all together with closure.
True
T/F It is important not to "pigeonhole" students as particular types of learners.
True
T/F Judicious review should be purposefully determined based on student performance and distributed over time to ensure retention.
True
T/F KUDs are based on the Florida Standards that are the requirements for each grade level and subject.
True
T/F Making choices, making decisions, and solving problems are component skills of self-determination.
True
T/F Many students with disabilities, as well as many other students, need a responsive and supportive learning environment, careful instruction, and guided practice to develop the skills displayed by an expert learner.
True
T/F Metacognitive strategies are strategies that students use to determine the appropriate strategy to use, monitoring whether or not the strategy is working, and evaluating whether or not outcome of the strategy was efficient and effective.
True
T/F Self-determination means a combination of attitudes and abilities that lead students to set goals for themselves, and to take the initiative to reach these goals.
True
T/F Several important classroom observation studies have reported little or no teacher modeling of the use of informational text and minimal Explicit Instruction using informational text. This can be a barrier for students who have difficulty comprehending informational text.
True
T/F The National Council of Teachers of Mathematics reports that systematic and Explicit Instruction with visual representations and opportunities for students to do think-alouds are consistently effective in teaching students who struggle in mathematics.
True
T/F The goal of establishing various approaches to learning for students is not to label or pigeonhole students as particular "kinds" of learners but rather to offer varied ways of approaching learning and then helping students determine which of those ways - or others they may propose - seem most effective in supporting their learning at a given time.
True
T/F To be respectful, instructional activities must be tightly linked to what the teacher has determined is most essential for students to know, understand, and be able to do.
True
T/F When we help students with disabilities, as well as other students, become expert learners then their learning is more efficient and productive and their achievement is likely to increase.
True
True or False: In order to increase student achievement, the goal of universal design for learning is to recognize student variance and proactively eliminate unnecessary barriers to learning
True
True or false All of the educational practices discussed in this unit, emphasized the importance of teaching students including students with disabilities how to problem, solve set goals, and be responsible for their own learning
True
True or false Specifically, design instruction, differentiated instruction, universal design for learning and explicit instruction are provided across all tears of Florida's multitiered system of supports providing
True
True or false most students with disabilities are within general education classes, and are assessed in relation to general education standards
True
True or false one of the common elements in the educational practices discussed in this unit is the importance of ensuring that each student understands what is most important to know, understand and be able to do
True
True or false providing respectful work that aligns to each individual learners needs in whole group small group and individualized situations is a common element in the educational practices and methodologies explored in this unit
True
True or false universal design for learning, a differentiated instruction, both advocate, being proactive about addressing learner variance
True
True or false, explicit instruction, design principles and teacher delivery methods provide support structure, end guidance with each step of the learning process in order to ensure student success
True
In the article "Assuming the Best," you learned about the Two-by-Ten strategy. Which of the statements below best describe the strategy?
Two minutes each day for ten days, you make it a goal to have a personal conversation with a student whom you find to be challenging.
When visiting the UTL resources and studying the Contant of this unit, you learned that
UTL address is the what of learning the house of learning and the way of learning
Flexible Grouping has a number of instructional benefits including, but not limited to, growth of students in the areas of communication, collaboration, critical thinking and:
Creativity
To increase instructional intensity, a teacher could __________________.
Decrease the size of the instructional group.
The goal of specifically design instruction is to
Enables students with disabilities to be fully engaged to make progress in the general education curriculum
In UDL: Theory to Practice—Expert Learners, it states "The ultimate goal of our efforts as educators is to ______________________ to become the best he or she can be."
Engage, challenge, and support each learner
T/F Archer and Hughes define Explicit Instruction as a structured, systematic, and effective methodology that should primarily be used for remediation.
False
T/F Before a teacher decides what students should know, understand, and be able to do, he should plan learning activities that students will enjoy.
False
T/F Fair means that each student, especially a student with a disability, should only work towards learning goals that are easy enough for him to achieve.
False
T/F In order to be productive, the type, intensity and duration of the scaffolding should be exactly the same for each learner.
False
T/F It is not appropriate to match the lesson content and instruction to students' readiness for what is being taught. All students should receive the same instruction in order to be fair.
False
T/F It is not appropriate to teach metacognitive processes/strategies at the same time as teaching academic content.
False
T/F It is not necessary to utilize a formative assessment system to increase student achievement
False
T/F It is not realistic to assist students with developing the skills of an expert learner because it takes too much class time, and academic learning must come first. This is especially important to avoid for students with disabilities because they are already behind their peers.
False
T/F It is unrealistic and inappropriate for teachers to take steps to know each student better each day.
False
T/F John Hattie's Visible Learning addresses the question of "what works" rather than the question of "what works best."
False
T/F Teachers do not need to involve students during the learning process in order to make teaching and learning visible and to maximize opportunities for student achievement.
False
T/F Teachers should not use varied types and sources of ongoing assessment before, during, and after instruction to adjust lesson content, format, and supports in response to each individual learner's needs.
False
T/F The classroom is a better place if we learn that everyone, including students with disabilities, shares a need for some common feelings such as acceptance, respect, security, and success.
False
T/F There isn't anything a teacher can do if a student with a disability engages in negative self-talk.
False
T/F You cannot teach the skills of self-determination and self-regulation at the same time you are teaching academic skills.
False
True or false a common element in the educational practices discussed in this unit is spending at least 75% of the day in the whole group instruction, since it is the most efficient and effective way to reach most of the learners
False
True or false specifically designed instruction and intervention for a student with a disability must always look different from instruction for a non-disabled peer, even if they need is the same
False
At the "I do" step the teacher______________________:
Models, demonstrates, clearly explains, uses visuals or graphics
Archer and Hughes (2011) state that in many classrooms there are some indications that only about ___________ of the time in classrooms is academic learning time.
20%
________________ mindset is an approach in which learners, including learners with disabilities, believe that intelligence is not fixed, but can be developed through effort and persistence, particularly in challenging situations.
A Growth
The result of respectful work that is at an appropriate challenge for students is:
Academic achievement A feeling of being in control Motivation to do more
In the article, Learning by Universal Design, Dr. David Rose tells interviewer Anthony Rebora, "Teachers in a UDL classroom are extremely ________________ based on their observations of their students and whether something has worked so far."
Adaptive
One of the ways that students benefit from self-assessment is:
They learn how to learn as opposed to just what they learn.
In the article "Growing Capable Children," you learned that it is important to provide students with
Affirmation, opportunity, and support.
In the article, Teaching Up for Excellence, Carol Ann Tomlinson and Edwin Lou Javius state, "Teaching up is one key approach that teachers can use to regularly make experiences available to _________ students, regardless of their backgrounds and starting points."
All
In the video, The Power of Belief: Mindset and Success, you learned that when students see their abilities as fixed, whether they think they're not naturals or just not built for a certain domain, they __________________ when things get hard.
Avoid challenge and lose interest
The goal for pacing is for the teacher to______________________.
Be ready to provide feedback or reinforcement then move on to the next thing to teach more in less time.
If a student needs more explicit and intensive instruction in order to achieve, the teacher can:
Break up new skills or concepts into discrete parts, and then give students the support and practice they need to learn each part to mastery.
In her article "Intelligence and Other Stereotypes: The Power of Mindset," Maria Konnikova states, "If you believe yourself to be capable of improvement, believe that your mind _______________, can become better, can overcome setbacks, you are setting yourself—and your brain—up for exactly that path."
Can learn
In, Principles of Instruction Researched Based Strategies All Teachers Should Know, Barak Rosenshine indicates that it is effective to ____________________.
Check frequently for understanding Scaffold instruction for difficult tasks (A and C)
Some of the common elements of the educational practices that you explored in this unit include
Clear learning goals, expert learners, responsive learning environment
In the video every child needs a companion Rita Pierson says "How powerful would our world be if we had kids who were not afraid to take risks, who were not afraid to think, and who had a champion? Every child deserves a champion, an adult who will never give up on them, who understands the power of ________________, and insists that they become the best they can possibly be."
Connection
When multiple assessments are used to provide more complete and reliable evidence of student learning, teachers should use data from:
Conversations, observations, and products.
Feedback is a powerful way to raise student achievement because:
It provides students with "just-in-time" information delivered where it can be most beneficial. Tells a student "next-steps" toward reaching the learning target. Provides ongoing information that students can use to make adjustments in their learning to reach the learning goal.
In her article "Deciding to Teach Them All," Carol Ann Tomlinson states that instruction furthers __________________ when it moves a learner as effectively as possible toward expertise as a thinker, problem-solver, and producer.
Growth
A pre-assessment should
Guide the initial planning of the lesson to be used to reach the learning target. Be used to obtain information on a student's readiness for the learning target. Provide the teacher with important data that can be used to differentiate instruction and reduce barriers to learning.
At the "We do" step, the teacher_______________________.
Guides the students in the steps of the strategy using physical, verbal, or visual prompts.
Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and
How best to get there.
Summative assessments are used to evaluate student learning at the conclusion of a specific instructional period and tell teachers:
If students have reached the learning target.
The technical assistance paper what special about special education indicates that
In order to receive specifically designed instruction, there must be evidence of a need
It is important to know a student's interests because:
Incorporating student interests can lead to increased student engagement as they work toward the learning target.
When student __________ is incorporated into the content being learned, students are more willing to engage and persevere in the learning activity.
Interest
In unit one you learned that
It is important for students to master academic Contant, but it is also important for all students to develop the skills to be expert learners
If a student needs more explicit and intensive instruction in order to achieve, the teacher can:
Lengthen the amount of time, provide more frequent time, or extend the duration of the time the student receives Explicit Instruction in a small group.
Errors should be learning opportunities.
Precise Monitoring and Immediate Feedback
When students are in teams, listen intentionally to every member of the group with a special focus on the students who are the least ready for what is being taught
Precise Monitoring and Immediate Feedback
In unit one you learned that the primary goal of differentiated instruction is to
Proactively recognize student student variance, proactively, eliminate barriers to learning and provide a responsive, an optimal learning environment, to maximize achievement for all learners
Break up new skills or concepts into manageable chunks. Model, explain, and demonstrate then give students the direct support and guided practice they need to learn each part.
Productive Scaffolding
Provide sufficient prompted/guided practice before asking students to practice on their own.
Productive Scaffolding
Use verbal prompts to keep the student on target and motivated to complete the task.
Productive Scaffolding
The UTL at a glance video states that universal
Refers to a curriculum that can be used and understood by all
The UTL at a glance video states
Research shows that the way people learn is as different as their fingertips
The zone of proximal development is the point where a student cannot successfully function alone, but can succeed with __________________.
Scaffolding and support
Specifically designed instruction is used for
Students who have unique needs as a result of a disability
If a student needs more explicit and intensive instruction in order to achieve, increase
The amount of productive scaffolding.
In his article "First, Discover Their Strengths," Thomas Armstrong states:
The neurodiversity movement is well grounded in scientific research chronicling the strengths of individuals with a wide variety of disability labels.