*

*How We Teach Makes A Difference!

*How We Teach Makes A Lot of Difference!

*IEP

*99

199 2

*

*I. II. III. What to teach?

*What to teach?

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*What to teach?

* AAIDD

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3

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*-- AAIDD

ConceptualSocialPractical

* AAIDD

*I. II. Partial participationIII. Why to teach?

*functional 1 2 3 4 Why to teach?

*Why to teach?

1.2.3.CAMA

4.5.6.

7.

8.9.10.

1.2.3. 4.IEP5.6. 7. 8.9.10.

*Why to teach?

*W/o dignityUnpleasant Difficult to care forNo participationDependent21The Association for Individuals with Severe HandicapsWith dignity Pleasant Easy to care forFull participationIndependentWhy to teach? TASH

*I. structuredII. Zero-degree inferenceIII. Where to teach?

* A/Where to teach? 1. 2. 3. 4. 5.

*

*

Social validity

Where to teach? SISimulated Instruction

CRICommunity-Referenced Instruction

CBICommunity-Based Instruction

*I. 1 2 3 4II. 1 2 3 4III. General case instructionWhat materials are needed?

*What materials are needed?

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99What materials are needed?

*1. 2.3.4.1. 2.3. 4.5. 6. What materials are needed? 1. 2.3. 4.5. 6. 7. Memo1. 2.

*What materials are needed?

//

*What materials are needed?

*What materials are needed? 1-101-101-10

*What materials are needed?

*

What materials are needed? IEP

* What materials are needed?

What materials are needed?

*I. 1 2 II. Dr. Snell 2008III. How to teach?

*

20 to 30 procedures studied, including:Use of praise.Use of criticism.The number and type of questions that were asked.Quality of the student answers.Responses of a teacher to a students answers. J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities. How to teach?

*The most- effective teachers in studies:Begin a lesson with a short review of previous learning./Begin a lesson with a short statement of goals.Present new material in small steps, providing for student practice after each step.Give clear and detailed instructions and explanations. Rosenshine and Stevens (1986) in: J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities. How to teach?

*Provide a high level of active practice for all students.Ask a large number of questions, check for student understanding, and obtain responses from all students.Guide students during initial practice.Provide systematic feedback and corrections.Provide explicit instruction and practice for seatwork exercises and, where necessary, monitor students during seatwork. +Rosenshine and Stevens (1986) in: J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities. How to teach?

*

The importance of teaching in small steps.

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities. How to teach?

The importance of guiding student practice.

The importance of extensive practice, is shared with the research on cognitive processing.//

*II. Dr.Snell 1 Simultaneous prompting 2Technology-assisted instruction: Video modeling 3Self-monitoring 4Embedding nontarget information into instruction 5Activity-based instructionIII. 1 6 2 3 7 4 8 5 9 10How to teach?

*

*

*

*

(1) (2) (3)

* 1. 2. 3. 4. 5. 6. 7.How to teach?

*I. vs.II. III. How to measure progress?

*How to measure progress?

*I. II. III. What is the performance criteria ?IV. V.

* 99

1.2.3. 4.

1./2.3.4.5. 6.e7.8.9. 10.

*

When learning is presented in a practical, familiar, hands-on, and interesting way, all the kids learn better! Brolin, 2004

*You can always email or phone me for clarification or assistance.splinch@cc.ncue.edu.tw(04) 72321052401

**All these activities are useful in helping students develop, organize, strengthen, and expand their knowledge structures. *All these activities are useful in helping students develop, organize, strengthen, and expand their knowledge structures. ****A major area of research, one with important implications for teaching, has been the research on cognitive processing, research on how information is stored and retrieved. This research has shown us the importance of helping students develop a well -connected body of accessible knowledge.

******A major area of research, one with important implications for teaching, has been the research on cognitive processing, research on how information is stored and retrieved. This research has shown us the importance of helping students develop a well -connected body of accessible knowledge.

*****A major area of research, one with important implications for teaching, has been the research on cognitive processing, research on how information is stored and retrieved. This research has shown us the importance of helping students develop a well -connected body of accessible knowledge.

****A major area of research, one with important implications for teaching, has been the research on cognitive processing, research on how information is stored and retrieved. This research has shown us the importance of helping students develop a well -connected body of accessible knowledge.

*************A major area of research, one with important implications for teaching, has been the research on cognitive processing, research on how information is stored and retrieved. This research has shown us the importance of helping students develop a well -connected body of accessible knowledge.

*A second important body of research is the teacher effects studies. The teacher effects research represents a line of studies that in which attempts were made to identify those teacher behaviors that were related to student achievement gain. The focus was on observing and recording classroom instruction and identifying those instructional procedures associated with the most successful and the least successful teachers.In this research, the investigators first identified a number of instructional procedures to study.

After all the data were collected, the investigators used correlational statistics to specify the "adjusted gain" for each classroom. That is, the raw gain for each class, from pretest to posttest, was adjusted for the entry level of each classroom . In the final step, the investigators looked to instructional behaviors they had recorded for each class and correlated those behaviors with the measure of each class' adjusted achievement gain. Through the use of these procedures, the investigators were able to identify which instructional behaviors were associated or correlated with student achievement gain. ****A major area of research, one with important implications for teaching, has been the research on cognitive processing, research on how information is stored and retrieved. This research has shown us the importance of helping students develop a well -connected body of accessible knowledge.

******A major area of research, one with important implications for teaching, has been the research on cognitive processing, research on how information is stored and retrieved. This research has shown us the importance of helping students develop a well -connected body of accessible knowledge.

**A major area of research, one with important implications for teaching, has been the research on cognitive processing, research on how information is stored and retrieved. This research has shown us the importance of helping students develop a well -connected body of accessible knowledge.

****