Select one learning strategy presented in Chapter 10 or 11. Develop a study guide/outline for concepts in ANY text chapter using this strategy. Submit through assignments link and post this on the blog.
Strategies for Improving Memory: Increase Practice When I read about increasing practice in this chapter I immediately thought of myself, and how it has helped me study throughout the years. The only way I can study now to memorize facts, etc. is to make note cards. I know this is not necessarily a study guide or outline, but this is how many elementary students and even college students learn today. Note cards for Chapter 10 are what my assignment was based on, but I can not submit the actual note cards I created in word on the blog. I basically had a term for Improving memory and the definition of the term would be located on the back.
Strategies for Improving Attention Within the Classroom.
The strategy that I would use would be using classroom peers to help promote attention. Students with ADHD have trouble concentrating in everyday activities, let alone studying or participating in classroom work. Working with peers can help them to stay on task, if managed correctly. Within the classroom, peers helping ADHD students can be trained using cues to know when to help the student maintain their attention. I would also ask the peer helpers to report any behavior weaknesses or strengths to me. This way I would know how to best help the student with improving their attention. They must be able to pay attention to understand the concept that is being taught. I am always for peer interaction within the classroom. When choosing a student to help, I would want to pick someone that has good interpersonal skills. They must be a good leader and know that all information should be directly given to me, not other classmates. This is also the downfall of this learning strategy that I see. What if the students tell their friends about what is going on with the ADHD student? I would want to stress that all information is to be kept confidential and sometimes that is hard with students, especially younger students at the elementary level that I want to teach. All in all, I would want to practice this strategy within my classroom when I begin teaching. I was diagnosed with ADHD at the age of 7 and I am a strong advocator for children with this disability.
How to Improve Studying: (Hints here are in clustering and organizing form)
Tools to try: -- Study skills workbooks -- Time schedules or calendars -- Day planner
Teacher help for special ed students: -- Be sure homework is written in daily agenda. -- Give directions that are clear and concise. -- Organize a study group. -- Give individual directions.
Homework: -- Always list homework daily on same place on board. -- Give examples of projects from previous years as models. -- Create homework teams. -- Teach note-taking skills.
Making tasks less overwhelming: -- Break big assignments into smaller chunks. -- Prioritize homework. -- Teach how to write summaries for review.
Preparing for tests: -- Don’t wait until last minute. -- Review chapter questions at beginning, end. -- Review vocabulary words. -- Use LINKS approach: Listen, identify, note key words, stack into outline. -- Use AWARE: arrange to take notes, write quickly, apply cues, review notes, edit notes. -- Use three and five R’s: read, review, relate or record, reduce, recite, reflect, review.
Teacher checklist: -- Can everyone hear directions? -- Are directions clear? -- Is grading system clear? -- Are due dates clear?
I focused on creating the strategy of semantic maps to make a study guide on "Classroom Adaptations for Student's with Learning Disabilities." I started by making a simple web. In the middle of the map I wrote the main idea ( topic) then I branched out with multiple steps that all connect with the topic. They include: - Adapt the physical environment -Model organization -Structure daily routines and schedules -Adapt instructional materials -Teach study skills -Adapt instruction -Adapt evaluation procedures
- When making a semantic map you can cluster multiple points for organization and branch out into smaller detail. These serve as great visuals for students and it is also a beneficial strategy when it comes to making outlines and study guides
Strategies for Improving Memory: Use Concrete Examples, Pictures or Imagery The strategy that I would use in my classroom to promote memory improvement would be to add concrete examples of what I am teaching my students in addition to the other materials that I am using to teach the lesson. I know that my personal learning style is from a visual aspect so I tend to learn better and remember the lesson better when their in more concrete information rather than just abstract information. Not only can I as a teacher bring items in, I can let my class bring in items as well as part of their assignment. For example if the theme were on the letter “Z” and we were learning about zoo animals, each child could bring in an item that they would associate with the zoo and then have them tell about what they brought in. These concrete/visual representations will better help them remember the new information and help the activity to be more fun as well as interactive. Another example of using this strategy can be done by using Video Presentations. In Chapter 7: Improving Classroom Behavior and Social Skills, on page 155, there is a section on “Post and Discuss Classroom Rules” and on the Scholastic Website (http://www2.scholastic.com/brouse/video.jsp you can find a video titled “Kinder Rules”. This video is about teaching classroom rules and the fact that they are a very important part of the beginning of a school routine. This visual example is a great strategy for improving memory. There are also many more beneficial videos on this site for many different topics.
Strategies for improving memory: Mnemonic techniques can work for every subject. They are used to help you remember certain things, they can be a rhyme, or a phrase, or even just letters. For example, in math I have always been taught PEMDAS for order or operations. PEMDAS stands for Please Excuse My Dear Aunt Sally (parenthesis, exponents, multiplication, division, addition, subtraction). There is also 'Never Eat Slimy Worms' for remembering directions (North, South, East, West). By telling your students creative ways to remember things, they will never forget it. 1. Have previous discussions about the different mathematical operations. 2. Tell them the correct order when figuring out a problem that deals with order of operations. 3. Tell the students a funny saying that you know that will help them remember the correct order. 4. See if your students can come up with their own mnemonic device that will help them remember the order of operations. 5. By having them create their own, it only reinforces what they are trying to learn, and who knows you may like what a student comes up with more than what you have and use it from now on! I personally really like mnemonic techniques because I have a bad memory and coming up with a saying or even a song to go along with what I am trying to learn is always helpful.
Strategies for addressing extreme cases of Attention Deficits:
These students may appear so distracted that that they could only pay attention appropriately for only a few minutes or more. Therefore, these students may require the following special techniques.
1. Provide intensive teacher-led instruction: --this instruction should be brief --The sessions can be delivered in 1 to 1 instruction or small groups with a lot of teacher-student interaction. --These sessions should include interesting age-appropriate tasks, and frequent reinforcement --This amy be achieved with a closely supervised aide, appropriate tier in an RTI program, or with the help of a special education teacher.
2. Consider strengths and weaknesses of stimulant medication: --administer stimulant drugs to help these children focus easier. However there are positive and negative effects of these medications.
NEGATIVES: -overprescribed -affects behavior and attitude more than higher-order skills, learning, or achievement -Side effects may include: insomnia, decreased appetite, irritability, mood changes, weight loss, stomach pain, and headaches -high doses have been associated with compulsive behaviors, movement disorder, or tics -we don't know the long term effects of medication
POSITIVES: --It may help some children focus in class better --It could also make these children more calm during class.
*As the teacher, you must observe and record positive and negative effects the medications may have on the student in and outside of the classroom.
--Parent and student training in cognitive/behavioral interventions and communication strategies have also been effective
**I personally don't believe in using stimulant medications for every child that has a hard time focusing. I definitely think these are overly prescribed drugs. Many doctors/psychologists need to realize that most kids just have energy, which they should. In other words, I think medication should be used as a last resort and only for extreme/severe cases. I also believe that intensive teacher led instruction would be extrememly helpful for these types of students, because you can be there to keep them on task.
I posted this on the Wiki and it was much nicer looking. This is a type of handmade graphic organizer, which helps students take and organize notes. This would be a helpful tool for studying for a test and would be great for 3rd grade and up. It would be especially good to use during a lecture, as it gives the students some structure in their note taking
Strategies for Note Taking Skills: Use Guided Notes- Leave some spaces blank to complete as a class during a lecture or review for a test.
Strategies for Teaching Students with Higher-Incidence Disabilities I. Strategies for Students with Speech or Language Impairments A. Adapt the physical environment B. C. D. Adapt evaluation II. Strategies for Students with Learning Disabilities A. B. Adapt Instructional Materials and Procedures C. III. Strategies for Students with Intellectual Disability A. Make preparations B. C. IV. Strategies for Students with Emotional Disturbance A. Prepare the class B. C. V. Strategies for Students with Attention Deficit Hyperactivity Disorder A. Implement behavioral interventions B. Self-instruction and self-monitoring C.
William Dalton Learning Strategies Chapter 6 Outline using Mnemonic Devices PASS Mnemonic device P – Prioritize Instruction A – Adapt Instruction S – Systematically teach SCREAM S – Systematically evaluate Outcomes Prioritize – BOSS SCAPE B O– Base instruction on specific prioritized Objectives S S - plan instruction on Scope and Sequence SCA – Select Appropriate Curriculum PE – Pace instruction Effectively Adapt – TALLL SCUD TL – adapt instruction for different Types of Learners ALL – adapt for the Appropriate Level of Learning SC – adapt for Student Characteristics UD – use Universal Design Systematically Teach SCREAM– SCREAM Structure – structure your lessons Clarity – Promote clarity in your presentations Redundancy – Employ redundancy effectively Enthusiasm – Teach with Enthusiasm Appropriate rate – use an Appropriate rate of presentation Maximized engagement – Maximize academic engagement Systematically Evaluate Outcomes – MIFF M – Monitor and evaluate practice activities I – Implement curriculum-based measurement F – Formative evaluation F – Frequently review important material and evaluate student performance
I too posted my strategy on Wiki. I chose "Note Taking Skills". Note taking skills are vital in upper grades but should be taught earlier. I used the "guided notes" format with a column for major ideas, details, and questions. This format allows the student to focus on major ideas and jot down any questions about the subject that may be unclear. I used the "Enhancing Motivation and Affect" chapter in the text for material for the notes.
Teach note-taking skills and strategies Teach students that the purpose of notes is to facilitate recall and comprehension of information. Reviewing notes regularly, and just before an exam can increase a student’s chances for success
Be prepared Help students learn to be prepared to take notes Make sure they have the right type of paper and pens or pencils
Teach how to write short summaries Show students how to write summary ideas rather than entire sentences Good notes contain major ideas in students’ own words Poor notes contain unnecessary words such as the, if, and , or but; or entire verbatim sentences
Ask questions for clarification Students ask the teacher to repeat information or clarify the major purpose of lessons helps you monitor whether they know what to write in their notes Help students by explicitly stating the purpose of the lecture and describing an overall plan of organization
Teach abbreviations Using abbreviations reduces the amount of writing and increase the speed of note-taking. Teach commonly used abbreviations and have students generate a listing of words and possible abbreviations Design practice activities containing common abbreviations and have students practice using and interpreting the abbreviations.
Use specific formats for note taking See pages 262-263 for examples of different formats Depending on the subject areas in which you teach, you may choose a particular format and encourage students to use it consistently. Show students the importance of leaving spaces in their notes for additions or changes after the lecture. Supplying guided notes to students helps decrease the amount of writing and increase the focus on major ideas
Teach speed and accuracy techniques Encourage students to develop methods and strategies with which they feel comfortable
Teach students how to study using notes Don’t forget to show students what to do with their notes Direct students to revise notes after each class and make any corrections or clarifications. Jot down questions Help them identify the most important information to study Generate study strategies to facilitate recall and understanding
The LINKS Strategy Listen, Identify verbal cues, Note key words, and Stack information into outline format Teaches students to use a two column format for taking notes Main ideas go on left and supporting details go on right
The AWARE Strategy Developed for college students with learning disabilities Step 1: Arrange to take notes Step 2: Write quickly Step 3: Apply cues Step 4: Review notes as soon as possible Step 5: Edit notes
The Three and Five R’s Strategies Three R strategy: reviewing, reading, and relating Five R strategy: record, reduce, recite, reflect, and review
I liked the guided notes format used for note taking. I have been in classrooms before when a child has had a breakdown because they didn’t know how to take notes properly. I was substituting for a special needs paraprofessional so the teacher had told the kids to watch the movie and take notes because they were going to have a quiz. One student broke down crying because they felt pressure. They didn’t know how to pull the important fact out of the movie. By providing a guided outline the student has an idea of what to pull out of the material. If I were to use this format for chapter 11 I would use the following major ideas, details, and questions. I can’t keep the format in blog form so I will just break it down best I can.
Organization-schedules-How would you write out your schedule? -Assignments-How will you organize assignments?
Listening Skills-Adjust Lectures-What techniques can you use to facilitate listening? -Special Listening Problems-What are some special listening problems?
Note Taking-Note Taking Skills-What are some note taking strategies?
Library Skills-References-What are some ways to research information in the library?
Reports and Projects-Writing Task-What are the important aspects of the writing task? -Topics-What is brainstorming? -Ideas-How can you organize your ideas? -First Draft-What is the purpose of a first draft? -Final version-What must you do before producing the final version?
I chose the guided note taking strategy, particularly the Partial Outline. I often struggle with taken note even at the college level, for fear of having too little or too much information. That being said, I was drawn to the partial outline as it enables students to "flag" the key points and be able to extend their grasp on the given information. According to the text, this can be done individually or as a whole class.
Partial Outline
I.Classroom Adaptations for Students with Learning Disabilities A.Adapt the Physical Environment i. ii. iii. B.Model Organization i. ii. C.Structure Daily Routines and Schedules i. ii. D.Adapt Instructional Materials i. ii. E.Teach Study Skills i. ii. iii. F.Adapt Instruction i. ii. iii. iv. v. G.Adapt Evaluation Procedures i.
I also posted my learning strategy on the wiki. It was a graphic organizer used to compare two separate concepts that are similar (I used class-wide peer-tutoring and cooperative learning). The worksheet has spaces for writing how the concepts are similar, and also how the concepts are different. The similar concepts are written in one box, while the differences are written in separate boxes.
Improving Attention Outline I. Addressing the preconditions with effectiveness a. Make classroom engaging/interesting i. Alter planning/presentation ii. Use interesting/motivating techniques II. Provide assistance with basic skills problems a. Address needs of students with special needs accordingly (i.e. reading from text). b. Prompt attentive listening by making a clear and stern statement. c. Write directions on the board as well as asking students to listen. i. Directions should include information about the content/format, reason it was assigned, how to receive assistance, how long the student has to complete the assignment, and how it will be evaluated. d. For students who may process oral language slowly provide “advance organizers” or other means to present material. III. Direct Appeal a. A quiet time to pull students aside and explicitly explain the problem and effect as well as solutions. i. Give the student a request to improve behavior as well as steps to take to solve it. IV. Use proximity a. Physically move next to or stand near the student when their attention begins to wander. V. Break-Up Activities a. Instead of full length of time to complete an activity, break it up into 10 or so minute subtasks; 3 minutes each. i. Check students progress, evaluate behavior after each VI. Allow movement/Reduce Restlessness a. When students get restless or you begin to see a restless pattern try adapting activities to involve active movement. VII. Provide Activities a. Students are much more likely to keep focused when they are asked to complete activities, instead of listening to you talk. VIII. Use Peers to Promote Attention a. Peers can be used to prompt/reinforce attentive behavior b. Pair students according to their positive behavior IX. Provide Direct Consequences a. Use timers to measure individual time spent on task b. Reinforce positive behavior with verbal praise c. Consider the class as a whole as well so other students do not feel excluded X. Teach Self-Recording Strategies a. Self-monitoring skills taught to the students with systematic communication between teacher and student i. Sound cues to self-monitor and help the student answer “was I paying attention?” checklist.
I posted on the WIKI. I used an structured note taking strategy (Cornell Notes) that teaches the note taker to listen for and identify cues in a lecture/lesson.
I chose the note taking strategy “partial outlines” as a study guide. This format provides topic information that the student uses as a guide, then the student must complete the outline as they learn new material about the topic based on lectures or content learned within text. The student may be required to complete outline independently or following along in class. This may depend on the class or individual grade level or even teacher preference based on material. I chose Chapter 6’s “Parent and Families as Partners” section to use “partial outlines” as a study guide.
Parent and Families as Partners
I. Variability in Backgrounds and Family Structures A. Parents background 1. Education 2. Race 3. Ethnicity 4. Socioeconomic Status II. Positive Communication A. Positive early communication B. Request parent assistance regularly C. Send home “happy notes” III. Communicating About Homework A. Daily use of student agenda B. Homework Hotline 1. Parents call a phone number to check homework 2. Parent checks a website for homework
Strategies for Improving Memory It is important for students to understand the process of using their memory. More specifically, it is important for them to understand the process of knowing when, where and how to remember which is metamemory. Activities and class discussions on memory and how it functions could help may students learn how remember more efficiently. 1) Use External Memory • Use of devices to increase memory • Appointment books • Language cards • Physical prompts 2) Enhance Meaningfulness • Provide specific examples that are directly relevant to student’s experiences • Students can discuss and study what the information means to them personally • Students need to understand the relationship between them and the concept they are learning 3) Use Concrete Examples, Pictures, or Imagery • Concrete information is better remembered than abstract information • It is important to enhance the concreteness of relevant content by bringing in examples of the topics being studied 4) Video Presentation • Using visual images through CD, videotapes, and pictures • View the presentation selectively to focus specifically on instructional objectives 5) Illustrations • Try and locate pictures that are directly relevant to instructional objectives • Ask students to pay attention to specific aspects of the picture that are directly relevant to the instructional objective 6) Imagery • Encourage students to use their mental imagery to create picture • Field trips can improve concreteness 7) Minimize Interfering Information • Be sure the presentation focuses directly on the content to be remembered and avoid interfering or distracting information that is not relevant 8) Use Enactments and Manipulation • It is important to have students physically do something other than just hearing the information 9) Promote Active Learning • Information is better remembered if students actively participate in the learning process • Answering factual questions helps focus attention on the significant components of content • Answering questions that require reasoning improves memory • Important to help students to provide their own explanations about factual information 10) Increase Practice • Rehearsal or repetition has frequently been demonstrated to improve recall • Target information that is the most important to be remembered • Provide as much practice as possible in individual lessons by questioning 11) Clustering and Organizations • Information is better remembered if it is organized in a meaningful way • Incorporate content within a graphic organizer • Sematic maps and relationship charts 12) Elaboration • Information is better remembered if elaborated • Ask students to think about what a new word sounds like and how that links to its meaning, improves recall
Through proper memorization skills I would teach appropriate note taking skills. The child must be able to make the most and meaningful choices when taking notes within the classroom. I would help to develop their skills using several different techniques. 1. I would have them create a graphic organizer/KWL. What they know, what they need to know, and what they want to learn before beginning the note taking process. This will help to guide their note taking and give them an idea of what they need to focus on. 2. I would help introduce self- recording strategies. The student would need to be able to pay attention in order to listen and take proper notes. This is also good with students who have hearing impairments, but has been used for students with different disablilites. When the cue sounds, students can remember to question themselves if they were paying attention. 3. I would promote improving memorization skills by providing proper study guides to help students guide them in knowing what is important within the lesson. I will not include information that would be on the test, but rather use as a way to help guide the student in staying on task while taking proper notes. I would always want to keep my lectures and lesson plans exciting so that they will stand out to the students. A students is more likely to pay attentiona dn take better notes if they are enjoying what they are doing or learning.
Improving Memory of Speech and Language Impairments I. Prevalence, Definitions, and Characteristics A. Speech – What we say and how we say it. B. Language – The words we use to communicate. C. This information is applicable because most students with these issues only see a specialist for part of the day. It is important we understand how to work with them. 1. This is the meaningfulness that promotes memorization. D. Some may be the result of injury and require different or enhanced ways of communicating called Alternative and Augmentative Communication (AAC). 1. Different is a synonym of alternative. 2. Enhance is a synonym of augment. II. Examples and Characteristics of Speech Disorders A. Voice Disorders 1. Voice is the sounds a person makes. 2. Does it sound different (strained, hoarse) from others? B. Articulation Disorders 1. Articulation is the way we pronounce words. 2. Does the student say words incorrectly? a. Leaving out letters b. Adding letters c. Distort with a lisp or making a ‘w’ sound in place of an ‘r’ sound C. Fluency Disorders 1. Fluent means able to speak or write smoothly. 2. Does the student stutter or generally struggle with putting thoughts into words? III. Examples and Characteristics of Language Disorders A. Trouble understanding or using words. 1. Expressive – To express means to show what you mean – we use language. 2. Receptive – Also known as receiving – Does the student understand what he has been told? B. Phonology – Phonics – Make sounds and blend them to form words. 1. My niece puts the letter ‘t’ where a ‘p’ should go and crate becomes crape. C. Morphology – A word used in many disciplines, but always means the same – the form and structure of something – in this case, words. D. Syntax – grammatical structure of language. 1. It might be a sin to forget proper subject-verb agreement in an English class. E. Semantics deals with meaning and Pragmatics with social context, but I don’t have a useful memorization tool for them. Just remember what they mean. F. Aphasia is a disorder that cause a person to have trouble using or understanding words. 1. It is usually caused by a traumatic injury and it is almost as if the person has forgotten how to speak or the meaning of words. 2. Aphasia is close to amnesia (memory loss). IV. Causes of Speech or Language Impairments A. Typically the causes are unknown B. Some children simply take longer to develop speech and language. C. Some disorders can be caused by illness or injury V. Identification and Assessment of Communication Disorders A. Parents are often the first to notice some of the characteristics of disorder. B. However, elementary teachers are usually the first to recommend evaluation. C. Tests vary based on the symptoms and severity.
I. What is Autism Spectrum Disorder (ASD)? a. Impairment of social, emotional and intellectual function. II. What are the characteristics of ASD? a. Self-stimulating behaviors (i.e. hand-flapping, rocking, etc.) b. Bizarre speech patterns c. Disruptive behaviors III. Adaptations for students with ASD? a. Effective communication 1. Sign language 2. Picture Exchange Communication System 3. Augmentative and alternative communication b. Direct instruction and applied behavior analysis c. Develop social competency
What are Mnemonic Techniques: are memory or learning aids to help one learn, usually are verbal cues. It is based on the principle that the human mind much more easily remembers spatial, personal, and surprising information
Three types of mnemonic strategies are keyword method, pegword method, and letter strategies.
Examples of each: keyword- capital of Arkansas is Little Rock, key work of Arkansas is ark. Use the mental image of Noah’s ark on a little rock. Pegwood- remember that insects have six legs by picturing a insects crawling on sticks Letter strategies- HOMES, Great Lakes- Huron, Ontario, Michigan, Erie, and Superior
One could use Mnemonic techniques in math, reading, science, social studies, and spelling
Students are able to be creative using this device. If students can come up with a funny way of remembering something then they are more likely to remember for a longer period of time
Study Guide Ch. 4 “Teaching students w/ lower-incidence disabilities” Visual Impairments: -partial sight & blindness: “An impairment in vision that even w/ correction, adversely affects child’s educational performance.” -Classroom adaptations:open pathways, increase visibility of materials, Braille materials, oral output devices, tactile materials, & explicit in oral presentations Hearing Impairments: -“hard of hearing”/deaf -Classroom adaptations: seat student near front for better hearing, adaptive tech., lots of visuals, hand signals, repeat info.,interpreters Cerebral Palsy: -Adaptations- wheelchairs, adaptive devices Spina Bifida: -Adaptations: planned rr breaks, space,& storage Muscular Dystrophy: -Facts: NO cure, occurs 1 in 3500 births, progressive in muscle tissue, Should not pick person up b/c their limbs easily dislocate TBI (Traumatic Brain Injury): -Effects: difficulties in physical, cognitive, attention, memory, problem-solving, sensory, psycosocial Epilepsy: -Seizure-can cause loss of consciousness & lack of motor control -1/2 with seizures also have mental retardation -sometimes treated w/ drugs Arthritis: -Muscle & joints affected -“good days & bad days” -severe cases need braces,& can't write need use of tape recorders or other devices Asthma and Allergies: -Breathing diff./adverse reactions to allergens/food -often need med. -teachers always have plan for student to have an attack/reaction; know what to do quickly! Diabetes: -Sugar does not metabolize correctly -Learn warning signs for diabetic shock & what to do -strict diets, special schedules FAS (Fetal Alcohol Syndrome): -pregnant mother causes this by consuming alcohol -exposure in 1st trimester likely to cause neurological disorders and structural damage to devel. Fetus AIDS: -weakened immune system, coexisting disabilities-mental retardation, emotional disorders, seizures, & cerebral palsy -child gets it from mother during pregnancy/during childbirth, or from breast milk Classroom adaptations for students w/ pyh. Disabilities & other health impairments: -Have medical checklist prepared & maintain careful, precise records of your student(s) -Be aware of medications-uses, dosage, side effects -plan for fatigue/weakness-lessen assignments, do not make student carry materials back-&-forth, frequent breaks if needed -establish emergency procedures -plan for seizures -know how to physically move/position student in a way that is appropriate to their health condition-be aware of students w/ brittle bones -know how to accommodate students w/ chronic medical conditions -know how to deal/interact w/ terminally ill students-seek support from student’s parents, health care provider, & mental-health pro. Students w/ severe disabilities: -most will require sped services/specialists -est. good relationships w/ parapros -increase your disability awareness; knowledge is important -conceptualize inclusive instruction in the gen. ed. classroom/ use DI -consider special health care needs of student(s) -adapt classroom appropriately Autism: -severe impairments of social, emotional, intellectual functioning -0.15% of school age pop. -autism is becoming more frequent but not sure what is causing it -children do not respond to touch like other children do -often display range of behavior patterns-bizarre speech, self-injury, repeating words of other people over-and-over -referred to as ‘autism spectrum disorder’-indiv. May be extremely intelligent or have severe mental retard. -use SST to discuss effective commun. Strategies -devel. social competence in indiv. -make use of student’s IEP team & implement the plans systematically or beware becoming overwhelmed quickly -know your student-do not let him/her become stressed -comm. effectively w/ everyone that comes into contact w/ your student
*I thought I posted this back on 4/22 when I turned it in but I don't see it on here*
Strategies for Developing Personal Organizational Skills:
Post and Review Class and Time Schedules -All grade levels follow systematic schedules throughout the day. It is important for students to know what is expected of them during each portion of the day. Develop a schedule list, chart, or graph to post in the classroom about that day’s activities. The schedule may be the same daily or vary from day to day, such as having Music class on Mondays and Art class on Wednesday.
Clearly Post and Review Schedule Changes -Not all children handle changes in the same way. Some may “go with the flow” and follow any schedule given to them. However, some children become emotionally unstable and upset when a schedule changes. Help students understand when there will be a change in their daily routine – for example, early release, an assembly, or a teacher being absent. When the children are prepared for something to be different, the changes will go more smoothly.
Use Strategies for Daily, Weekly, and Monthly Planning -Teaching students the importance of having a different plan or chart for daily, weekly, and monthly planning with help them understand how to prioritize the more pressing assignments and activities.
Use Task Analysis to Organize Assignments -Task Analysis: process of taking a large task or assignment, breaking it into subcomponent smaller tasks, and estimating task completion for each subcomponent. Helping the students understand task analysis will also show them that a big project might not be as big or overwhelming as they think. They might be more likely to take on the project or assignment if it is broken down into smaller pieces.
Teach Strategies for Homework Completion -give clear, concise directions for completing assignments -establish due dates that are reasonable and clearly communicated -describe any materials necessary to complete each assignment -anticipate any areas of difficulty with an assignment -explain how the students can get help if they confront problems -consistently collect, grade, and return assigned work – when teachers neglect to collect or return graded assignments, some students take away the message that homework is unimportant to them -remember to assign projects that are within the capability levels of all students
*Sample schedules and organizers are available on pgs. 251 – 256 of the textbook
Strategies for Improving Memory:
ReplyDeleteIncrease Practice
When I read about increasing practice in this chapter I immediately thought of myself, and how it has helped me study throughout the years. The only way I can study now to memorize facts, etc. is to make note cards. I know this is not necessarily a study guide or outline, but this is how many elementary students and even college students learn today.
Note cards for Chapter 10 are what my assignment was based on, but I can not submit the actual note cards I created in word on the blog. I basically had a term for Improving memory and the definition of the term would be located on the back.
Jaclyn Campbell
Strategies for Improving Attention Within the Classroom.
ReplyDeleteThe strategy that I would use would be using classroom peers to help promote attention. Students with ADHD have trouble concentrating in everyday activities, let alone studying or participating in classroom work. Working with peers can help them to stay on task, if managed correctly.
Within the classroom, peers helping ADHD students can be trained using cues to know when to help the student maintain their attention. I would also ask the peer helpers to report any behavior weaknesses or strengths to me. This way I would know how to best help the student with improving their attention. They must be able to pay attention to understand the concept that is being taught. I am always for peer interaction within the classroom.
When choosing a student to help, I would want to pick someone that has good interpersonal skills. They must be a good leader and know that all information should be directly given to me, not other classmates. This is also the downfall of this learning strategy that I see. What if the students tell their friends about what is going on with the ADHD student? I would want to stress that all information is to be kept confidential and sometimes that is hard with students, especially younger students at the elementary level that I want to teach. All in all, I would want to practice this strategy within my classroom when I begin teaching. I was diagnosed with ADHD at the age of 7 and I am a strong advocator for children with this disability.
Anita Harkins
ReplyDeleteANITA HARKINS
LEARNING STRATEGY
How to Improve Studying: (Hints here are in clustering and organizing form)
Tools to try:
-- Study skills workbooks
-- Time schedules or calendars
-- Day planner
Teacher help for special ed students:
-- Be sure homework is written in daily agenda.
-- Give directions that are clear and concise.
-- Organize a study group.
-- Give individual directions.
Homework:
-- Always list homework daily on same place on board.
-- Give examples of projects from previous years as models.
-- Create homework teams.
-- Teach note-taking skills.
Making tasks less overwhelming:
-- Break big assignments into smaller chunks.
-- Prioritize homework.
-- Teach how to write summaries for review.
Preparing for tests:
-- Don’t wait until last minute.
-- Review chapter questions at beginning, end.
-- Review vocabulary words.
-- Use LINKS approach: Listen, identify, note key words, stack into outline.
-- Use AWARE: arrange to take notes, write quickly, apply cues, review notes, edit notes.
-- Use three and five R’s: read, review, relate or record, reduce, recite, reflect, review.
Teacher checklist:
-- Can everyone hear directions?
-- Are directions clear?
-- Is grading system clear?
-- Are due dates clear?
Prepare to write:
-- Pick topic.
-- Develop plan.
-- Brainstorm.
-- Collect information.
-- Organize ideas.
-- Write draft, proofread, revise, proofread again.
-- Anita Harkins
I focused on creating the strategy of semantic maps to make a study guide on "Classroom Adaptations for Student's with Learning Disabilities." I started by making a simple web. In the middle of the map I wrote the main idea ( topic) then I branched out with multiple steps that all connect with the topic. They include:
ReplyDelete- Adapt the physical environment
-Model organization
-Structure daily routines and schedules
-Adapt instructional materials
-Teach study skills
-Adapt instruction
-Adapt evaluation procedures
- When making a semantic map you can cluster multiple points for organization and branch out into smaller detail. These serve as great visuals for students and it is also a beneficial strategy when it comes to making outlines and study guides
Mine is posted on WIKI.
MAGGIE GUDGEL
Strategies for Improving Memory: Use Concrete Examples, Pictures or Imagery
ReplyDeleteThe strategy that I would use in my classroom to promote memory improvement would be to add concrete examples of what I am teaching my students in addition to the other materials that I am using to teach the lesson. I know that my personal learning style is from a visual aspect so I tend to learn better and remember the lesson better when their in more concrete information rather than just abstract information. Not only can I as a teacher bring items in, I can let my class bring in items as well as part of their assignment. For example if the theme were on the letter “Z” and we were learning about zoo animals, each child could bring in an item that they would associate with the zoo and then have them tell about what they brought in. These concrete/visual representations will better help them remember the new information and help the activity to be more fun as well as interactive.
Another example of using this strategy can be done by using Video Presentations. In Chapter 7: Improving Classroom Behavior and Social Skills, on page 155, there is a section on “Post and Discuss Classroom Rules” and on the Scholastic Website (http://www2.scholastic.com/brouse/video.jsp you can find a video titled “Kinder Rules”. This video is about teaching classroom rules and the fact that they are a very important part of the beginning of a school routine. This visual example is a great strategy for improving memory. There are also many more beneficial videos on this site for many different topics.
Strategies for Improving Memory
ReplyDelete1)What is Memory?
a)Semantic
b)Episodic
c)Everyday
d)Long-term
e)Short-term
2)Preconditions
a)Appropriately attending
-Well-organized classroom
-Distraction-free classroom
b)Motivation
-Interest
-Positive response
-Meaningfulness
*Branches of the government
3)Metamemory
a)Discussions on what is memory
b)Reasons memory fails
c)Factors of improved memory
d)Training aspects
4)External Memory
a)Written example
b)Physical prompts
c)When inappropriate
5)Concrete examples
a)Video Presentations
b)Illustrations
c)Imagery
6)Interfering information
a)Inference
b)Inadvertent teacher interference
c)Ways to avoid interference
7)Enactment and manipulations
8)Active reasoning
a)Types of questions
b)Coaching
9)Practice
a)Rehearsal/repetition
b)Questioning
c)Overlearning
d)Classwide tutoring activity
10)Clustering and Organization
a)Semantic maps
b)Relationship chart
11)Elaboration
Strategies for improving memory:
ReplyDeleteMnemonic techniques can work for every subject. They are used to help you remember certain things, they can be a rhyme, or a phrase, or even just letters. For example, in math I have always been taught PEMDAS for order or operations. PEMDAS stands for Please Excuse My Dear Aunt Sally (parenthesis, exponents, multiplication, division, addition, subtraction). There is also 'Never Eat Slimy Worms' for remembering directions (North, South, East, West). By telling your students creative ways to remember things, they will never forget it.
1. Have previous discussions about the different mathematical operations.
2. Tell them the correct order when figuring out a problem that deals with order of operations.
3. Tell the students a funny saying that you know that will help them remember the correct order.
4. See if your students can come up with their own mnemonic device that will help them remember the order of operations.
5. By having them create their own, it only reinforces what they are trying to learn, and who knows you may like what a student comes up with more than what you have and use it from now on!
I personally really like mnemonic techniques because I have a bad memory and coming up with a saying or even a song to go along with what I am trying to learn is always helpful.
Strategies for addressing extreme cases of Attention Deficits:
ReplyDeleteThese students may appear so distracted that that they could only pay attention appropriately for only a few minutes or more. Therefore, these students may require the following special techniques.
1. Provide intensive teacher-led instruction:
--this instruction should be brief
--The sessions can be delivered in 1 to 1 instruction or small groups with a lot of teacher-student interaction.
--These sessions should include interesting age-appropriate tasks, and frequent reinforcement
--This amy be achieved with a closely supervised aide, appropriate tier in an RTI program, or with the help of a special education teacher.
2. Consider strengths and weaknesses of stimulant medication:
--administer stimulant drugs to help these children focus easier. However there are positive and negative effects of these medications.
NEGATIVES:
-overprescribed
-affects behavior and attitude more than higher-order skills, learning, or achievement
-Side effects may include: insomnia, decreased appetite, irritability, mood changes, weight loss, stomach pain, and headaches
-high doses have been associated with compulsive behaviors, movement disorder, or tics
-we don't know the long term effects of medication
POSITIVES:
--It may help some children focus in class better
--It could also make these children more calm during class.
*As the teacher, you must observe and record positive and negative effects the medications may have on the student in and outside of the classroom.
--Parent and student training in cognitive/behavioral interventions and communication strategies have also been effective
**I personally don't believe in using stimulant medications for every child that has a hard time focusing. I definitely think these are overly prescribed drugs. Many doctors/psychologists need to realize that most kids just have energy, which they should. In other words, I think medication should be used as a last resort and only for extreme/severe cases. I also believe that intensive teacher led instruction would be extrememly helpful for these types of students, because you can be there to keep them on task.
I posted this on the Wiki and it was much nicer looking. This is a type of handmade graphic organizer, which helps students take and organize notes. This would be a helpful tool for studying for a test and would be great for 3rd grade and up. It would be especially good to use during a lecture, as it gives the students some structure in their note taking
ReplyDeleteStrategies for Note Taking Skills: Use Guided Notes- Leave some spaces blank to complete as a class during a lecture or review for a test.
Strategies for Teaching Students with Higher-Incidence Disabilities
I. Strategies for Students with Speech or Language Impairments
A. Adapt the physical environment
B.
C.
D. Adapt evaluation
II. Strategies for Students with Learning Disabilities
A.
B. Adapt Instructional Materials and Procedures
C.
III. Strategies for Students with Intellectual Disability
A. Make preparations
B.
C.
IV. Strategies for Students with Emotional Disturbance
A. Prepare the class
B.
C.
V. Strategies for Students with Attention Deficit Hyperactivity Disorder
A. Implement behavioral interventions
B. Self-instruction and self-monitoring
C.
William Dalton
ReplyDeleteLearning Strategies
Chapter 6 Outline using Mnemonic Devices
PASS Mnemonic device
P – Prioritize Instruction
A – Adapt Instruction
S – Systematically teach SCREAM
S – Systematically evaluate Outcomes
Prioritize –
BOSS SCAPE
B O– Base instruction on specific prioritized Objectives
S S - plan instruction on Scope and Sequence
SCA – Select Appropriate Curriculum
PE – Pace instruction Effectively
Adapt –
TALLL SCUD
TL – adapt instruction for different Types of Learners
ALL – adapt for the Appropriate Level of Learning
SC – adapt for Student Characteristics
UD – use Universal Design
Systematically Teach SCREAM–
SCREAM
Structure – structure your lessons
Clarity – Promote clarity in your presentations
Redundancy – Employ redundancy effectively
Enthusiasm – Teach with Enthusiasm
Appropriate rate – use an Appropriate rate of presentation
Maximized engagement – Maximize academic engagement
Systematically Evaluate Outcomes –
MIFF
M – Monitor and evaluate practice activities
I – Implement curriculum-based measurement
F – Formative evaluation
F – Frequently review important material and evaluate student performance
I too posted my strategy on Wiki. I chose "Note Taking Skills". Note taking skills are vital in upper grades but should be taught earlier. I used the "guided notes" format with a column for major ideas, details, and questions. This format allows the student to focus on major ideas and jot down any questions about the subject that may be unclear. I used the "Enhancing Motivation and Affect" chapter in the text for material for the notes.
ReplyDeleteLearning Strategy: Teaching Note-Taking Skills
ReplyDeleteTeach note-taking skills and strategies
Teach students that the purpose of notes is to facilitate recall and comprehension of information. Reviewing notes regularly, and just before an exam can increase a student’s chances for success
Be prepared
Help students learn to be prepared to take notes
Make sure they have the right type of paper and pens or pencils
Teach how to write short summaries
Show students how to write summary ideas rather than entire sentences
Good notes contain major ideas in students’ own words
Poor notes contain unnecessary words such as the, if, and , or but; or entire verbatim sentences
Ask questions for clarification
Students ask the teacher to repeat information or clarify the major purpose of lessons helps you monitor whether they know what to write in their notes
Help students by explicitly stating the purpose of the lecture and describing an overall plan of organization
Teach abbreviations
Using abbreviations reduces the amount of writing and increase the speed of note-taking.
Teach commonly used abbreviations and have students generate a listing of words and possible abbreviations
Design practice activities containing common abbreviations and have students practice using and interpreting the abbreviations.
Use specific formats for note taking
See pages 262-263 for examples of different formats
Depending on the subject areas in which you teach, you may choose a particular format and encourage students to use it consistently.
Show students the importance of leaving spaces in their notes for additions or changes after the lecture.
Supplying guided notes to students helps decrease the amount of writing and increase the focus on major ideas
Teach speed and accuracy techniques
Encourage students to develop methods and strategies with which they feel comfortable
Teach students how to study using notes
Don’t forget to show students what to do with their notes
Direct students to revise notes after each class and make any corrections or clarifications.
Jot down questions
Help them identify the most important information to study
Generate study strategies to facilitate recall and understanding
The LINKS Strategy
Listen, Identify verbal cues, Note key words, and Stack information into outline format
Teaches students to use a two column format for taking notes
Main ideas go on left and supporting details go on right
The AWARE Strategy
Developed for college students with learning disabilities
Step 1: Arrange to take notes
Step 2: Write quickly
Step 3: Apply cues
Step 4: Review notes as soon as possible
Step 5: Edit notes
The Three and Five R’s Strategies
Three R strategy: reviewing, reading, and relating
Five R strategy: record, reduce, recite, reflect, and review
I liked the guided notes format used for note taking. I have been in classrooms before when a child has had a breakdown because they didn’t know how to take notes properly. I was substituting for a special needs paraprofessional so the teacher had told the kids to watch the movie and take notes because they were going to have a quiz. One student broke down crying because they felt pressure. They didn’t know how to pull the important fact out of the movie. By providing a guided outline the student has an idea of what to pull out of the material. If I were to use this format for chapter 11 I would use the following major ideas, details, and questions. I can’t keep the format in blog form so I will just break it down best I can.
ReplyDeleteOrganization-schedules-How would you write out your schedule?
-Assignments-How will you organize assignments?
Listening Skills-Adjust Lectures-What techniques can you use to facilitate listening?
-Special Listening Problems-What are some special listening problems?
Note Taking-Note Taking Skills-What are some note taking strategies?
Library Skills-References-What are some ways to research information in the library?
Reports and Projects-Writing Task-What are the important aspects of the writing task?
-Topics-What is brainstorming?
-Ideas-How can you organize your ideas?
-First Draft-What is the purpose of a first draft?
-Final version-What must you do before producing the final version?
I chose the guided note taking strategy, particularly the Partial Outline. I often struggle with taken note even at the college level, for fear of having too little or too much information. That being said, I was drawn to the partial outline as it enables students to "flag" the key points and be able to extend their grasp on the given information. According to the text, this can be done individually or as a whole class.
ReplyDeletePartial Outline
I.Classroom Adaptations for Students with Learning Disabilities
A.Adapt the Physical Environment
i.
ii.
iii.
B.Model Organization
i.
ii.
C.Structure Daily Routines and Schedules
i.
ii.
D.Adapt Instructional Materials
i.
ii.
E.Teach Study Skills
i.
ii.
iii.
F.Adapt Instruction
i.
ii.
iii.
iv.
v.
G.Adapt Evaluation Procedures
i.
Learning Strategies: Improving Attention
ReplyDeleteA. Engage all students
B. Help with Basic Needs
a. Reading Comprehension
b. Phonic Awareness
c. Math Computation
d. Public Speaking
C. Conference with Students
D. Interact with Students- stand close proximity of the students
E. Keep your lesson fresh and interesting (think outside of the box)
F. Move around the room
G. Involve the students in the lessons
H. Follow through the awards and consequences of the behavior plans
I. Student monitoring- make the students responsible for getting off task
I also posted my learning strategy on the wiki. It was a graphic organizer used to compare two separate concepts that are similar (I used class-wide peer-tutoring and cooperative learning). The worksheet has spaces for writing how the concepts are similar, and also how the concepts are different. The similar concepts are written in one box, while the differences are written in separate boxes.
ReplyDeleteImproving Attention Outline
ReplyDeleteI. Addressing the preconditions with effectiveness
a. Make classroom engaging/interesting
i. Alter planning/presentation
ii. Use interesting/motivating techniques
II. Provide assistance with basic skills problems
a. Address needs of students with special needs accordingly (i.e. reading from text).
b. Prompt attentive listening by making a clear and stern statement.
c. Write directions on the board as well as asking students to listen.
i. Directions should include information about the content/format, reason it was assigned, how to receive assistance, how long the student has to complete the assignment, and how it will be evaluated.
d. For students who may process oral language slowly provide “advance organizers” or other means to present material.
III. Direct Appeal
a. A quiet time to pull students aside and explicitly explain the problem and effect as well as solutions.
i. Give the student a request to improve behavior as well as steps to take to solve it.
IV. Use proximity
a. Physically move next to or stand near the student when their attention begins to wander.
V. Break-Up Activities
a. Instead of full length of time to complete an activity, break it up into 10 or so minute subtasks; 3 minutes each.
i. Check students progress, evaluate behavior after each
VI. Allow movement/Reduce Restlessness
a. When students get restless or you begin to see a restless pattern try adapting activities to involve active movement.
VII. Provide Activities
a. Students are much more likely to keep focused when they are asked to complete activities, instead of listening to you talk.
VIII. Use Peers to Promote Attention
a. Peers can be used to prompt/reinforce attentive behavior
b. Pair students according to their positive behavior
IX. Provide Direct Consequences
a. Use timers to measure individual time spent on task
b. Reinforce positive behavior with verbal praise
c. Consider the class as a whole as well so other students do not feel excluded
X. Teach Self-Recording Strategies
a. Self-monitoring skills taught to the students with systematic communication between teacher and student
i. Sound cues to self-monitor and help the student answer “was I paying attention?” checklist.
I posted on the WIKI. I used an structured note taking strategy (Cornell Notes) that teaches the note taker to listen for and identify cues in a lecture/lesson.
ReplyDeleteI chose the note taking strategy “partial outlines” as a study guide. This format provides topic information that the student uses as a guide, then the student must complete the outline as they learn new material about the topic based on lectures or content learned within text. The student may be required to complete outline independently or following along in class. This may depend on the class or individual grade level or even teacher preference based on material.
ReplyDeleteI chose Chapter 6’s “Parent and Families as Partners” section to use “partial outlines” as a study guide.
Parent and Families as Partners
I. Variability in Backgrounds and Family Structures
A. Parents background
1. Education
2. Race
3. Ethnicity
4. Socioeconomic Status
II. Positive Communication
A. Positive early communication
B. Request parent assistance regularly
C. Send home “happy notes”
III. Communicating About Homework
A. Daily use of student agenda
B. Homework Hotline
1. Parents call a phone number to check homework
2. Parent checks a website for homework
I also posted on WIKI and does look better there.
ReplyDeleteStrategies for Improving Memory
ReplyDeleteIt is important for students to understand the process of using their memory. More specifically, it is important for them to understand the process of knowing when, where and how to remember which is metamemory. Activities and class discussions on memory and how it functions could help may students learn how remember more efficiently.
1) Use External Memory
• Use of devices to increase memory
• Appointment books
• Language cards
• Physical prompts
2) Enhance Meaningfulness
• Provide specific examples that are directly relevant to student’s experiences
• Students can discuss and study what the information means to them personally
• Students need to understand the relationship between them and the concept they are learning
3) Use Concrete Examples, Pictures, or Imagery
• Concrete information is better remembered than abstract information
• It is important to enhance the concreteness of relevant content by bringing in examples of the topics being studied
4) Video Presentation
• Using visual images through CD, videotapes, and pictures
• View the presentation selectively to focus specifically on instructional objectives
5) Illustrations
• Try and locate pictures that are directly relevant to instructional objectives
• Ask students to pay attention to specific aspects of the picture that are directly relevant to the instructional objective
6) Imagery
• Encourage students to use their mental imagery to create picture
• Field trips can improve concreteness
7) Minimize Interfering Information
• Be sure the presentation focuses directly on the content to be remembered and avoid interfering or distracting information that is not relevant
8) Use Enactments and Manipulation
• It is important to have students physically do something other than just hearing the information
9) Promote Active Learning
• Information is better remembered if students actively participate in the learning process
• Answering factual questions helps focus attention on the significant components of content
• Answering questions that require reasoning improves memory
• Important to help students to provide their own explanations about factual information
10) Increase Practice
• Rehearsal or repetition has frequently been demonstrated to improve recall
• Target information that is the most important to be remembered
• Provide as much practice as possible in individual lessons by questioning
11) Clustering and Organizations
• Information is better remembered if it is organized in a meaningful way
• Incorporate content within a graphic organizer
• Sematic maps and relationship charts
12) Elaboration
• Information is better remembered if elaborated
• Ask students to think about what a new word sounds like and how that links to its meaning, improves recall
Through proper memorization skills I would teach appropriate note taking skills. The child must be able to make the most and meaningful choices when taking notes within the classroom. I would help to develop their skills using several different techniques.
ReplyDelete1. I would have them create a graphic organizer/KWL. What they know, what they need to know, and what they want to learn before beginning the note taking process. This will help to guide their note taking and give them an idea of what they need to focus on.
2. I would help introduce self- recording strategies. The student would need to be able to pay attention in order to listen and take proper notes. This is also good with students who have hearing impairments, but has been used for students with different disablilites. When the cue sounds, students can remember to question themselves if they were paying attention.
3. I would promote improving memorization skills by providing proper study guides to help students guide them in knowing what is important within the lesson. I will not include information that would be on the test, but rather use as a way to help guide the student in staying on task while taking proper notes.
I would always want to keep my lectures and lesson plans exciting so that they will stand out to the students. A students is more likely to pay attentiona dn take better notes if they are enjoying what they are doing or learning.
Improving Memory of Speech and Language Impairments
ReplyDeleteI. Prevalence, Definitions, and Characteristics
A. Speech – What we say and how we say it.
B. Language – The words we use to communicate.
C. This information is applicable because most students with these issues only see a
specialist for part of the day. It is important we understand how to work with them.
1. This is the meaningfulness that promotes memorization.
D. Some may be the result of injury and require different or enhanced ways of
communicating called Alternative and Augmentative Communication (AAC).
1. Different is a synonym of alternative.
2. Enhance is a synonym of augment.
II. Examples and Characteristics of Speech Disorders
A. Voice Disorders
1. Voice is the sounds a person makes.
2. Does it sound different (strained, hoarse) from others?
B. Articulation Disorders
1. Articulation is the way we pronounce words.
2. Does the student say words incorrectly?
a. Leaving out letters
b. Adding letters
c. Distort with a lisp or making a ‘w’ sound in place of an ‘r’ sound
C. Fluency Disorders
1. Fluent means able to speak or write smoothly.
2. Does the student stutter or generally struggle with putting thoughts into words?
III. Examples and Characteristics of Language Disorders
A. Trouble understanding or using words.
1. Expressive – To express means to show what you mean – we use language.
2. Receptive – Also known as receiving – Does the student understand what he
has been told?
B. Phonology – Phonics – Make sounds and blend them to form words.
1. My niece puts the letter ‘t’ where a ‘p’ should go and crate becomes crape.
C. Morphology – A word used in many disciplines, but always means the same –
the form and structure of something – in this case, words.
D. Syntax – grammatical structure of language.
1. It might be a sin to forget proper subject-verb agreement in an English class.
E. Semantics deals with meaning and Pragmatics with social context, but I don’t
have a useful memorization tool for them. Just remember what they mean.
F. Aphasia is a disorder that cause a person to have trouble using or understanding
words.
1. It is usually caused by a traumatic injury and it is almost as if the person has
forgotten how to speak or the meaning of words.
2. Aphasia is close to amnesia (memory loss).
IV. Causes of Speech or Language Impairments
A. Typically the causes are unknown
B. Some children simply take longer to develop speech and language.
C. Some disorders can be caused by illness or injury
V. Identification and Assessment of Communication Disorders
A. Parents are often the first to notice some of the characteristics of disorder.
B. However, elementary teachers are usually the first to recommend evaluation.
C. Tests vary based on the symptoms and severity.
Using Note-Taking Skills:
ReplyDeleteI. What is Autism Spectrum Disorder (ASD)?
a. Impairment of social, emotional and intellectual function.
II. What are the characteristics of ASD?
a. Self-stimulating behaviors (i.e. hand-flapping, rocking, etc.)
b. Bizarre speech patterns
c. Disruptive behaviors
III. Adaptations for students with ASD?
a. Effective communication
1. Sign language
2. Picture Exchange Communication System
3. Augmentative and alternative communication
b. Direct instruction and applied behavior analysis
c. Develop social competency
Improving memory using Mnemonic Techniques
ReplyDeleteWhat are Mnemonic Techniques: are memory or learning aids to help one learn, usually are verbal cues. It is based on the principle that the human mind much more easily remembers spatial, personal, and surprising information
Three types of mnemonic strategies are keyword method, pegword method, and letter strategies.
Examples of each: keyword- capital of Arkansas is Little Rock, key work of Arkansas is ark. Use the mental image of Noah’s ark on a little rock.
Pegwood- remember that insects have six legs by picturing a insects crawling on sticks
Letter strategies- HOMES, Great Lakes- Huron, Ontario, Michigan, Erie, and Superior
One could use Mnemonic techniques in math, reading, science, social studies, and spelling
Students are able to be creative using this device. If students can come up with a funny way of remembering something then they are more likely to remember for a longer period of time
Study Guide Ch. 4 “Teaching students w/ lower-incidence disabilities”
ReplyDeleteVisual Impairments:
-partial sight & blindness: “An impairment in vision that even w/ correction, adversely affects child’s educational performance.”
-Classroom adaptations:open pathways, increase visibility of materials, Braille materials, oral output devices, tactile materials, & explicit in oral presentations
Hearing Impairments:
-“hard of hearing”/deaf
-Classroom adaptations: seat student near front for better hearing, adaptive tech., lots of visuals, hand signals, repeat info.,interpreters
Cerebral Palsy:
-Adaptations- wheelchairs, adaptive devices
Spina Bifida:
-Adaptations: planned rr breaks, space,& storage
Muscular Dystrophy:
-Facts: NO cure, occurs 1 in 3500 births, progressive in muscle tissue, Should not pick person up b/c their limbs easily dislocate
TBI (Traumatic Brain Injury):
-Effects: difficulties in physical, cognitive, attention, memory, problem-solving, sensory, psycosocial
Epilepsy:
-Seizure-can cause loss of consciousness & lack of motor control
-1/2 with seizures also have mental retardation
-sometimes treated w/ drugs
Arthritis:
-Muscle & joints affected
-“good days & bad days”
-severe cases need braces,& can't write need use of tape recorders or other devices
Asthma and Allergies:
-Breathing diff./adverse reactions to allergens/food
-often need med.
-teachers always have plan for student to have an attack/reaction; know what to do quickly!
Diabetes:
-Sugar does not metabolize correctly
-Learn warning signs for diabetic shock & what to do
-strict diets, special schedules
FAS (Fetal Alcohol Syndrome):
-pregnant mother causes this by consuming alcohol
-exposure in 1st trimester likely to cause neurological disorders and structural damage to devel. Fetus
AIDS:
-weakened immune system, coexisting disabilities-mental retardation, emotional disorders, seizures, & cerebral palsy
-child gets it from mother during pregnancy/during childbirth, or from breast milk
Classroom adaptations for students w/ pyh. Disabilities & other health impairments:
-Have medical checklist prepared & maintain careful, precise records of your student(s)
-Be aware of medications-uses, dosage, side effects
-plan for fatigue/weakness-lessen assignments, do not make student carry materials back-&-forth, frequent breaks if needed
-establish emergency procedures
-plan for seizures
-know how to physically move/position student in a way that is appropriate to their health condition-be aware of students w/ brittle bones
-know how to accommodate students w/ chronic medical conditions
-know how to deal/interact w/ terminally ill students-seek support from student’s parents, health care provider, & mental-health pro.
Students w/ severe disabilities:
-most will require sped services/specialists
-est. good relationships w/ parapros
-increase your disability awareness; knowledge is important
-conceptualize inclusive instruction in the gen. ed. classroom/ use DI
-consider special health care needs of student(s)
-adapt classroom appropriately
Autism:
-severe impairments of social, emotional, intellectual functioning
-0.15% of school age pop.
-autism is becoming more frequent but not sure what is causing it
-children do not respond to touch like other children do
-often display range of behavior patterns-bizarre speech, self-injury, repeating words of other people over-and-over
-referred to as ‘autism spectrum disorder’-indiv. May be extremely intelligent or have severe mental retard.
-use SST to discuss effective commun. Strategies
-devel. social competence in indiv.
-make use of student’s IEP team & implement the plans systematically or beware becoming overwhelmed quickly
-know your student-do not let him/her become stressed
-comm. effectively w/ everyone that comes into contact w/ your student
*I thought I posted this back on 4/22 when I turned it in but I don't see it on here*
ReplyDeleteStrategies for Developing Personal Organizational Skills:
Post and Review Class and Time Schedules
-All grade levels follow systematic schedules throughout the day. It is important for students to know what is expected of them during each portion of the day. Develop a schedule list, chart, or graph to post in the classroom about that day’s activities. The schedule may be the same daily or vary from day to day, such as having Music class on Mondays and Art class on Wednesday.
Clearly Post and Review Schedule Changes
-Not all children handle changes in the same way. Some may “go with the flow” and follow any schedule given to them. However, some children become emotionally unstable and upset when a schedule changes. Help students understand when there will be a change in their daily routine – for example, early release, an assembly, or a teacher being absent. When the children are prepared for something to be different, the changes will go more smoothly.
Use Strategies for Daily, Weekly, and Monthly Planning
-Teaching students the importance of having a different plan or chart for daily, weekly, and monthly planning with help them understand how to prioritize the more pressing assignments and activities.
Use Task Analysis to Organize Assignments
-Task Analysis: process of taking a large task or assignment, breaking it into subcomponent smaller tasks, and estimating task completion for each subcomponent.
Helping the students understand task analysis will also show them that a big project might not be as big or overwhelming as they think. They might be more likely to take on the project or assignment if it is broken down into smaller pieces.
Teach Strategies for Homework Completion
-give clear, concise directions for completing assignments
-establish due dates that are reasonable and clearly communicated
-describe any materials necessary to complete each assignment
-anticipate any areas of difficulty with an assignment
-explain how the students can get help if they confront problems
-consistently collect, grade, and return assigned work – when teachers neglect to collect or return graded assignments, some students take away the message that homework is unimportant to them
-remember to assign projects that are within the capability levels of all students
*Sample schedules and organizers are available on pgs. 251 – 256 of the textbook