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teach stragies and methods

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Teaching Strategies and Methods   Explicit and implicit instructionn  
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Explicit instruction-   teacher provides 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-activities allowing 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 student 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 used 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 task completion 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 differences 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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