Credential of Competency for Paraeducators Standard

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Credential of Competency for ParaeducatorsStandar
d 4 Instructional Strategies

• Pennsylvania Training and Technical Assistance
  Network (PaTTAN)
• March 18, 2008

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Local Policy

• Your local districts policies regarding
  Paraeducator job pdescriptions, duties, and
  responsibilities prove the final word!

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Questions ??

• Email to
• para_at_pattan.net

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Agenda

• Introduction, learner outcomes and definitions
• Basic instructional and remedial strategies and
  materials
• Assistive technology for individuals with
  exceptional learning needs
• How students learn reading
• How students learn mathematics

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Standard 4 Knowledge Areas

• K1 Basic instructional and remedial strategies
  and materials
• K2 Basic technologies appropriate to individuals
  with exceptional learning needs
• K3 How students learn reading
• K4 How students learn mathematics

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Standard 4 Skill Areas

• S1 Use strategies, equipment, materials, and
  technologies, as directed, to accomplish
  instructional objectives
• S2 Assist in adapting instructional strategies
  and materials as directed
• S3 Use strategies as directed to facilitate
  effective integration into various settings.
• S4 Use strategies that promote the learners
  independence as directed.
• S5 Use strategies as directed to increase the
  individuals independence and confidence.

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Learner Outcomes

• Participants will be able to
• List principles of effective instruction.
• Identify basic instructional strategies.
• Discuss issues related to using appropriate
  assistive technology with students in special
  education programs.
• Describe the big ideas of reading instruction.
• Describe how students learn mathematics.

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Basic Instructional and Remedial Strategies and
Materials
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Basic Terms

• Instructional Strategies support students
  acquiring knowledge or skills.
• Effective Instruction means knowing how to
  approach a task, what we want to teach within
  that task, and the most effective ways for a
  student to learn.

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• Instructional Strategies

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Examples of Instructional Strategies

• Antecedents
• Reinforcement
• Scaffolding
• Modeling
• Shaping
• Wait time

• Active student responding
• Grouping
• Instructional Prompts
• Skill Generalization

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Instructional Strategies

• Antecedents -
• What actions or events that occur before a
  behavior
• Used to set a child up for success
• Examples include
• Structuring the environment
• Setting clear expectations
• Avoiding triggers for negative behaviors

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Instructional Strategies

• Reinforcement
• A consequence for a behavior or activity that
  increases the likelihood that the behavior will
  occur again.
• As an instructional strategy, specific feedback
  increases the likelihood of another correct
  response or a response closer to the desired
  response.

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Instructional Strategies

• Scaffolding -
• Interactions with students in which an adult
  guides and supports the students learning by
  building on what the student is able to do.

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Instructional Strategies

• Modeling
• The strategy of teaching a child to do something
  by demonstrating the task.
• What something looks like or sounds like.

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Instructional Strategies

• Shaping -
• The strategy of accepting closer and closer
  approximations of a behavior until the correct
  response is demonstrated.

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Instructional Strategies

• Wait time -
• Providing sufficient time between when a question
  is asked or a request is made and when the
  student responds.

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Instructional Strategies

• Active Student Responding -
• Occurs each time a student makes a detectable
  response to ongoing instruction

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Instructional Strategies

• Flexible Grouping
• The strategy of grouping students according to
  the intended outcome of the lesson.
• Groups should be flexible and changing.

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Instructional Strategies

• Instructional Prompts
• Types
• Verbal prompt
• Pictorial prompt
• Gestural prompt
• Model prompt
• Partial physical prompt
• Full physical prompt

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Instructional Strategies

• Instructional Prompts (cont.)
• Fading Prompts
• As the student acquires skill with prompts,
  decrease the level of assistance you provide.
• Use the prompt hierarchy to gradually withdraw
  support until the student becomes independent.

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Instructional Strategies

• Skill Generalization -
• Allows the student to use a skill in more than
  one setting and/or with different people.

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Instructional Strategies

• Skill Generalization (cont.) -
• After the student has learned the skill in one
  environment
• gradually fade out reinforcement for correct
  skill performance.
• provide practice opportunities in a variety of
  settings and with a variety of different people.

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Assistive Technology For Students With Learning
Needs
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Instructional vs. Assistive Technology

• Assistive Technology (AT). . .
• is for students who have functional access needs.
  
• Consideration of need for AT tools required by
  IDEA.
• If required by the students IEP to access
  his/her curriculum, AT tools are not optional.

• Instructional Technology. . .
• does not require an IEP.
• may be selected by a teacher to enhance and
  expand the educational experience.
• use as a teaching tool is optional.

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What is Assistive Technology?

• Assistive Technology Device any item, piece of
  equipment, whether acquired commercially off the
  shelf, modified or customized, that is used to
  increase, maintain, or improve functional
  capabilities of individuals with disabilities
  (IDEA 04, Section 602)
• Assistive Technology Services any service that
  directly assists a child with a disability in
  the selection, acquisition, or use of an
  assistive technology device

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And that means..

• Assistive Technology can be any tool that helps
  to accommodate a students needs

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When does the student need to use AT?....

• When student needs to
• communicate question, answer, repeat, tell
• turn on, click, highlight, point to
• write, type, check off
• read, look at, see, comprehend, define
• listen to, process, find
• walk, change classes
• interact with, remember

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AT Continuum from No/Low Techto High Tech
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No/Low Tech
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Mid Tech
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High Tech
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When you need help with AT.

• Tell somebody !!!

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• Regular Instructional
• Technology also comes
• with benefits.

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• How Students Learn to Read

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Literacy Development

• Language and reading/writing are NOT age or
  grade dependent.
• We need to teach students from where they are,
  building on what they know, along the steps
  toward where they need to be.
• Language is natural reading is not.

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Building Literacy Skills

• Storybook Reading (reading, listening)
• Print Awareness (book knowledge)
• Language Play (songs, poems)

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• The Five Essential Components of Reading
  Instruction
• ( 5 Big Ideas)

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The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
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Phonemic Awareness

• Phonemic awareness is the ability to hear,
  identify, and manipulate individual sounds in
  spoken words

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Phonemic AwarenessSkills

• Less Complex to More Complex
• Rhyming
• Sentence Segmentation
• Syllable Blending Segmentation
• Onset-rime blending Segmentation
• Blending Segmenting Individual Phonemes
• Phoneme Deletion Manipulation

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Elkonin BoxesHearing Sounds Activity
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The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
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Phonics

• Phonics instruction teaches children the
  relationships between the letters of written
  language and the individual sounds (phonemes) of
  spoken language.

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Phonics Skills
Letter-Sound Correspondence
Advanced Word Analysis Skills
Regular Word Reading
Irregular Word Reading
Reading in Texts
Adapted from Reading and Language arts (2002)
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Elkonin BoxesWords Activity
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The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
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Fluency

• The ability to read text with speed, accuracy,
  and expression.

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Fluency Skills

• Automatic recognition of words
• Speed
• Accuracy
• Expression

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Modeling Fluency

• What do we know of these people who lived so long
  ago? Today, archeologists call these people Mound
  Builders. This general category includes various
  groups of Native Americans who lived at different
  times and had different cultures.

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Sample ActivitiesFluency

• Repeated Reading with a purpose
• First time reading to familiarize
• Second reading to identify storyline, make
  predictions
• Third reading to build speed, accuracy, and
  expression

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Sample ActivitiesFluency (cont.)

• Guided Oral Reading (with corrective feedback)
• Read Aloud (with teacher modeling)
• Shared Reading (teacher/student)
• Taped Reading (listening and following along with
  the text)

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The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
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Oral and ReadingVocabulary

• Learning, as a language-based activity, is
  fundamentally and profoundly dependent on
  vocabulary knowledge.
• (Baker, Simmons, Kameenui, 1998)

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Vocabulary Activities

• Definition Mapping
• Frayer Model
• Semantic Mapping

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Vocabulary Definition Mapping
What is it? Definition
What is it like?
The Word
What are some examples?
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Vocabulary Definition Mapping
What is it? Definition
What is it like?
rodent
The Word
What are some examples?
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Vocabulary Definition Mapping
What is it? Definition
What is it like?
mammal
rodent
The Word
What are some examples?
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VocabularyDefinition Mapping
What is it? Definition
What is it like?
mammal
2 sharp front teeth
Gnaws on hard objects
rodent
Smooth, short fur
The Word
What are some examples?
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VocabularyDefinition Mapping
What is it? Definition
What is it like?
mammal
2 sharp front teeth
Gnaws on hard objects
rodent
Smooth, short fur
The Word
mouse
rat
squirrel
What are some examples?
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VocabularyFrayer Model
Definition
Characteristics
Word
Examples
Non-examples
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VocabularyFrayer Model
Definition A mathematical shape that is a closed
plane Figure bounded by 3 or More line segments.
Characteristics Closed Plane Figure More than 2
straight sides 2-dimensional Made of line segments
Word Polygon
Examples Hexagon Square Trapezoid Rhombus
Non-examples Circle Cube Sphere Cylinder Cone
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VocabularySemantic Mapping
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The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
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Comprehension

• Comprehension is the ultimate goal of reading. It
  involves extracting ideas from text and
  integrating them with relevant prior knowledge in
  order to construct meaning.

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Comprehension Skills

• Primary Grade Skills (K-3)
• Literal comprehension
• Sequencing
• Summarization

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Comprehension Skills

• Skills Grades 4-12
• Connecting ideas within the reading
• Comprehending complicated sentences
• Critically reading passages

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Comprehension Activities

• Prereading
• During reading
• Postreading

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ComprehensionPrereading Activities

• Preview the text
• Make predictions
• Connect to prior knowledge

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ComprehensionDuring Reading Activities

• Stop periodically and summarize what you have
  read.
• Focus on the main idea and supporting details in
  each paragraph.
• Visualize

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ComprehensionAfter Reading Activities

• Delete trivial information
• Delete redundant information
• Use single category labels to replace a list of
  smaller items/actions.
• Summarize paragraphs

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The Five Big Ideas of Reading Instruction
Fluency
Vocabulary
Phonics
Comprehension
Phonemic Awareness
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• How Students Learn Mathematics

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How Students Learn Mathematics

• Goals for Students
• Five Content Standards
• Five Process Standards
• Effective Mathematics Instruction
• Five Strands of Proficiency

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Goals for Students

• Learn to value mathematics
• Become confident in their ability to do
  mathematics
• Become mathematical problem-solvers
• Learn to communicate mathematics
• Learn to reason mathematically

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Content and Process
Complete Mathematics Curriculum
Content
Process
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Five Content Standards

• Numbers and Operations
• Measurement
• Geometry
• Algebraic Concepts
• Data Analysis and Probability

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Five Process Standards

• Problem-solving
• Reasoning and Proof
• Communication
• Connections
• Representation

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Basic Idea in Math

• Mathematics makes sense!!

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What do we mean by making sense?

• Lets look at Handout 13

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Effective Mathematics Instruction

• Function of three elements
• Teachers knowledge and use of mathematical
  content
• Teachers ability to work with diverse learners
• Students engagement in and use of mathematical
  tasks

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Effective Mathematics Instruction

• Highly Effective Teaching Strategies
• Explicit teacher modeling
• Ensuring a quick pace with varied instructional
  activities and high levels of engagement
• Student verbal rehearsal of strategy steps
• Provide corrective feedback

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Five Strands of Mathematical Proficiency

• Understanding Concepts
• Using Procedures quickly, accurately, and
  appropriately
• Applying Strategies to various problems and
  situations
• Developing Reasoning Skills
• Seeing Math as Sensible, Useful and Worthwhile

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Learner Outcomes

• Participants will be able to
• List principles of effective instruction.
• Identify basic instructional strategies.
• Discuss issues related to using appropriate
  assistive technology with students in special
  education programs.
• Describe the big ideas of reading instruction.
• Describe how students learn mathematics.

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Standard 3 Rescheduling

• Because of bad weather
• February 12, 2008
• rescheduled for
• May 13, 2008
• YOU MUST RE-REGISTER!!!!