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sped teach strateg

teach stragies and methods

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