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Classroom-Based Intervention Strategies for the SLP

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Classroom-Based Intervention Strategies for the SLP Shelly Wier, M.S., CCC-SLP Easter Seals Outreach Program (501) 221-8415 swier_at_ar.easter-seals.org – PowerPoint PPT presentation

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Title: Classroom-Based Intervention Strategies for the SLP


1
Classroom-Based Intervention Strategies for the
SLP
  • Shelly Wier, M.S., CCC-SLP
  • Easter Seals Outreach Program
  • (501) 221-8415
  • swier_at_ar.easter-seals.org

2
Study Skills
  • Lists of techniques or behaviors
  • Term often misused in describing learning
    strategies
  • Neglect the metacognitive and self-directed
    aspects of learning
  • Assumes automatic generalization

3
Learning Strategies
  • Any approach that helps students learn in a
    specific situation.
  • A means for effective learning, not an end in
    themselves.
  • Focus on basic cognitive processes of effective
    learners.

4
Cognitive Processes of Effective Learners
5
Strategic Readers
6
At-Risk Learners
  • Must be explicitly instructed in the development
    and use of a variety of strategies for learning.
  • Must be helped in discovering what strategies
    work best for them and when to use them.

7
Reading and Language Arts
  • A pervasive manifestation of language in the
    curriculum.
  • Given professional role and responsibilities.
  • More classroom-based strategies available in the
    reading literature.
  • They told me to.

8
Layers of Learning
9
Seven Types of Strategies
  • 1. Preparing for Reading
  • 2. Reciprocal Teaching
  • 3. Knowledge of Text
  • Structure
  • 4. Questioning
  • 5. Information Processing
  • 6. Summarizing
  • 7. Voluntary/Recreational

10
Response Logs
  • Application category
  • Things you like
  • Things that might make it challenging
  • Caseload students
  • Anything else you think

11
Co-Teaching
  • Please locate in your CONTENT packet the handout
    on Co-Teaching
  • Please locate in your STRATEGIES packet the
    handout on Mapping
  • Please locate in your ACTIVITIES packet the
    practice template for Sentence Mapping

12
Basic Mapping
  • Whether its sentences or paragraphs, the main
    idea is written in a circle.
  • Additional information and related details (also
    circled) are connected by lines.
  • Capital letters label the relationships between
    circles.

13
Definition Co-Teaching
  • An instructional delivery approach in which a
    classroom teacher and a special education
    teacher share responsibility for planning,
    delivering, and evaluating instruction for a
    group of students, some of which have exceptional
    needs.

14
Definition Co-Teaching
Co-Teaching
D
An instructional delivery approach
C
CT and SPED share responsibility
E
E
planning
spec. students
E
E
E
delivering
reg. students
evaluating
15
Definition Co-Teaching
  • Pair up and finish mapping each sentence in the
    paragraph.

16
Co-Teaching Quiz (Part I)
  • Using the Group Response cards in the nearest
    activity box, respond to the following True or
    False statements.

17
True or False?
  • Mr. Brown does all the planning and instruction
    for his 10th grade history class. He gives his
    special education partner, Ms. Thomas, copies of
    tests in advance so that she can make
    modifications for students with disabilities. In
    addition, he tells her everyday when she arrives
    how she can help in the classroom. Ms. Thomas
    MUST be serving in the role of a co-teacher.

18
True or False?
  • Many of the students with disabilities at
    Jefferson High School have been placed in
    co-taught classrooms. Jefferson High School MUST
    have adopted the philosophy of inclusion.

19
True or False?
  • John is a special educator working in Beths
    fifth grade classroom. They plan their
    instruction by units. Their method of
    instruction varies according to whats being
    taught and how the students are progressing.
    Sometimes they teach together and sometimes they
    take turns with one leading and the other
    assisting. Their roles are best described as
    co-teachers.

20
True or False?
  • Maria and Charles are co-teachers at Simmons
    Elementary School. Simmons Elementary MUST have
    adopted the philosophy of inclusion.

21
True or False?
  • In a co-taught classroom, ALL students will
    ALWAYS be expected to master the same outcomes.

22
Models of Co-Teaching
  • 1. One Teach/One Support using the Elaborative
    Interrogation strategy.
  • 2. Station Teaching using the Guided Reading
    Procedure.
  • 3. Parallel Teaching using the OK Reading
    strategy.
  • 4. Alternative Teaching using the ReQAR
    technique.
  • 5. Team Teaching using the Think Aloud strategy.

23
Debriefing
  • Groups 1-5 share your summary of the model you
    were assigned.
  • All participants may ask questions or for
    clarification as needed.

24
Co-Teaching Quiz (Part II)
  • Again, using the Group Response cards in the
    nearest activity box, label the following
    classroom co-teaching scenarios.

25
Label the Model
  • In a history class studying the Civil War, the
    class is divided into two heterogeneous groups.
    Teacher A supervises one group in writing letters
    home to explain to their families why they have
    joined the Confederate army. Teacher B works
    with a group completing a mapping outline on
    reasons for individuals to support the Union.
    Half way through the class, the groups rotate.

26
Label the Model
  • In an English class, Teacher B leads the class in
    an activity on correct punctuation in letter
    writing. Teacher A observes two students that
    have problems completing their work in order to
    collect data for the teachers afternoon planning
    session.

27
Label the Model
  • In a math class, Teacher A works with five
    students who have mastered multiplication with
    decimals on an activity designed to extend their
    learning on the skill. Teacher B conducts a
    lesson designed to reteach the concept to the
    rest of the class.

28
Label the Model
  • In science class the co-teachers review for a
    test by dividing the class into two heterogeneous
    groups. Each teacher takes his/her group to a
    corner of the room and uses a silent group
    response activity to review the material.

29
Label the Model
  • In a history class, Teacher A gives a
    mini-lecture on World War II. Teacher B uses the
    opportunity to practice the technique of framed
    outlining with the students by stopping the
    lecture at prearranged times and checking the
    students notetaking skills.

30
Response Log
  • Take a moment to complete a Response Log on the
    strategy in which you participated for the
    Co-Teaching content.
  • TAKE A BREAK!

31
CCB Intervention Format
  • Please locate in your CONTENT packet the handout
    on Collaborative Classroom-Based (CCB)
    Intervention

32
CCB Intervention Format
  • 6. Examine this information by completing a
    Compare/Contrast Map.
  • 7. Examine this information by using the Talk
    Through strategy.
  • 8. Examine this information by using the
    Perspective Cubing strategy.

33
Debriefing
  • Groups 1-3 share the strategy you were assigned,
    then the high points of your content discussion.

34
Response Log
  • Take a moment to complete a Response Log on the
    strategy in which you participated for the CCB
    Intervention content.
  • LET'S DO LUNCH!

35
Start Small
  • Review your caseload.
  • Select 4-5 students whose G/Os could be readily
    addressed in their regular classroom.
  • Locate those students' G/Os in the information
    you brought.

36
Your Objective
  • Given a variety of learning strategies, the
    participant will distinguish between those S/L
    skills that could be most readily addressed in
    the classroom and those that could not.

37
Resources to Consider
  • Response Logs
  • STRATEGIES packet
  • Models of Co-Teaching
  • CCB Intervention format
  • Frameworks for Language Arts

38
Debriefing
  • Participants share
  • Rationale for student's selected
  • S/L skills to target
  • Strategies chosen
  • TAKE A BREAK!

39
S/L Portfolios
  • A systematic, purposeful, meaningful collection
    of a student's communication skills across
    varying contexts.
  • The ultimate goal is improvement of instruction
    for the student.

40
3 Types of Portfolios
  • Assessment Portfolios
  • Working Portfolios
  • Display Portfolios

41
Using Portfolios
  • What types of items would you collect to measure
    student progress for selected goals and
    objectives?
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