Instructional Methods

1. Instructional Methods Secondary Learners

2. 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)

3. 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

4. RAP • Read the paragraph • Ask yourself what were the main ideas and two details • Put the main idea and details into your own words.

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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