teach strat
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Teaching Strategies and Methods | explicit and implicit
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Explicit instruction | teacher provides the info and content to support the learning process
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Implicit instruction | focus on the student as an active and involved learner who constructs knowledge by using previously learned info
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Ability grouping | placement in educ activities according to performance and academic achievement
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Accommodation | adjustment that lets a student participate in educ activities
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Active student response | measure of engagement of learner in tasks and activities
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Adaptation | change made to environment or curriculum
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Authentic learning | instruction using real world projects and activities to allow students to discover and explore in a more relevant manner
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Chained response | break down of a task into parts so student finished the task by starting w/first step in the sequence and performing each component until the task is completed
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Chaining | technique where performance is reinforced so he will continue to perform more complex tasks in the sequence
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Choral responding | oral response of students in unison to question or problem presented by the teacher
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Chunking | strategy allows student to remember and organize large amount of info
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Cloze procedure | use of semantic and syntactic clues to aid in completing sentences
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Concept generalization | ability for students to show concept knowledge by applying the info to other setting without teacher prompts
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Content enhancements | techniques to aid in organization and delivery of curriculum – guided notes, graphic organizer, mnemonics, and visual displays
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Contingent teaching | strategy for helping a student and eventually fading out the support as mastery
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Cooperative learning | class divided in groups to work together complete task or activity
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Cues and prompts | provides assistance to ensure adequate support of instruction
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Diagnostic-prescriptive method | individualized instruction to develop strengths and remediate weakness
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Differentiated instruction | address varying abilities, strengths, etc by imposing choice of learning activity,task suit learning style, student groupings, authentic lesson, and problem based activities
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Direct instruction | systematic teaching approach w/specific goals, active learner engagement, positive reinforcement for student performance – synonymous w/explicit instruction
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Direct measurement | checking on student achievemt during period for specific opportunity to perform and recording the response
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Facilitated groups | students engage in active learning lessons design and overseen by teacher but managed by the students
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Fluency building | measure that encourages practice of skills to improve accuracy and rate of use
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Generalization | ability to use skills learned across various settings
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Graphic organizer | visual-spatial organization of info to help students understand presented concepts
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Guided practice | give opportunities to gain knowledge by offering cues, prompts, added sequential info
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Learning center | specific area or activities enhance the curricular content and let independent or small group instruction
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Learning strategy | approach that teaches students how to learn and remember particular event
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Mediated scaffolding | procedure provides cues and prompts, gradually removing them so students can perform and respond independently
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Mnemonics | strategy enhances memory through key words, acronyms, or acrostics
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Modeling | method that helps make connections between material to be learned and process to learn it by acting out sequences while students observe and imitate the task.
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Modification | changing content, material, or delivery of instruction
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Multiple intelligence strategies 9 areas of learning addressed in classroom instruction | Linguistic,logical-mathematical,spatial,Musical,bodily-kinesthetic,interpersonal,Intrapersonal,naturalistic,existential
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Naturalistic teaching | procedures involve activities interesting to students w/naturally occurring consequence
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Peer tutoring | teacher guided, non disabled student helps in area of study
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Precision teaching | approach that identifies the skills to be taught and uses direct daily measure of student’s performance to acquire the skills
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Prompting technique – | visual, auditory, or tactile cue is presented to facilitate completion of a task or to perform a behavior
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Remediation | program techniques to teach students to overcome an exceptionality through training and educ
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Repetition | continual work on specific skill or content concept to help build rote memory skills
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Response cards | method that allows all students to answer simultaneously with signs, cards, or items help up to demonstrate response
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Scaffolding | applying stages to learning content and tasks by first observing student to see what she can do then help her understand the how and why until mastery by herself – direct instruction, tutoring, modeling, independence
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Skill drill | repetition and practice of new skills until learner performs without cues and prompts
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Strategic instruction | planned, sequential instruction to show similarities and difference between acquired and new knowledge
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Systematic feedback | provide positive reinforcement and confirmation to improve learning
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Task analysis | strategy goals broke into smaller steps and sequenced while keeping pace in focus
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Time trial | procedure that improves fluency of new skills through time limits
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Transfer of stimulus control | provide instruction prompts to aid in correct responses
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Universal design | everything in environment, in learning and products, should be accessible to all
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