Your SlideShare is downloading. ×
0
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Week 9.2 differentiation
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Week 9.2 differentiation

482

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
482
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • How can instruction be individualized and take place in groups? 1. Can’t give one-on-one instruction to all kids. Kids are more engaged when working in groups rather than working alone. Higher achievement when working in groups. Teachers provide more demonstration and feedback when in groups. 2. in reading and math, students make more progress when teacher chooses activities. 3. successful, effective teachers have students spend more time on academic activities; and less time on non-academic activities (crafts). 4. Individualized to help each student succeed, achieve a high number of correct responses, and become confident in his/her competence. (Not individualized to mean that the child works alone.) From Stevens article
  • B. According to Brophy, should the low rates of praise in school be increased? 1. No - What is essential? that student receives feedback on performance. That is, contingent feedback and commendation C. When can praise be effective? a. for teachers who “pick their spots” by praising sparingly b. using it with those students who respond well to it ( How do you know if they respond well? Increases desired behavior) c. meets criteria of sincerity, spec. and contingency d. if it increases a student’s engaged time When is praise ineffective ? a. delivered non-contingently b. addresses global reactions c. bland, without credibility in academics d. in academics - orients students toward competition (i.e., Good, Johnny, the answer is 28 as an attempt to vicariously reinf. Bill) e. distracts attention from task relevant infor.; intrudes on instructional momentum
  • Content – when we move from whole class arrangements to small grp arrangements it allows us to differentiate the content; e.g. we can group students who read at the 1 st grade level with others at the same level homogeneous grps – students are grouped who are on the same relative level in the curriculum or who are working on the same instructional targets heterogenous grps – students are grouped who are on different curricular levels or who are addressing different content General rule for content grouping - homogeneous for core subjects (reading level; math level; writing level; not necessarily for others (science projects; social studies projects etc.)
  • You might grab 3 students and set up a small group in front of the class and briefly illustrate some trials with students who have different targets during the learning set; new material; independent practice VCV: token, navel, spiral, poker VCC: sell, miss, tall, sift Student 1: name red, blue, and yellow Student 2: point to orange, green, and purple Student 3: match green, blue, and red
  • What do I consider when I prioritize for individuals and groups? Do I try to teach one lesson to the entire class? What if I have 25 students in my class? Do they all have the same goals and need the same content?
  • Content (Content), Process (Materials & Assistance), Product (Reponse) Materials – concrete; representational; abstract Eg. different level of reading passages, different length of passages, different story content depending on interest Eg., transformers made of shapes vs. jewelry, Assistance – prompts (visual, verbal, physical); reminders Response – mode or form – verbal; written; pointing or touching; multiple choice; production; yes/no targets – red, green, yellow; math facts using digits 0-5 or using digits 0-10. Targets – one student “brushing teeth”; another “washing hands”; a third “combing hair” one “double digit addition” ; second “double digit subtraction”; third “multiplication” quantity – have one student read a large section of a passage; have another student read several short sections – they both end up reading the same amount but the quantity read at any one time is different one problem versus 10 problems
  • Why don’t I change the response?
  • Transcript

    • 1. DIFFERENTIATION &ACADEMIC FEEDBACKHDFS 464
    • 2. Today’s Class Pass back A4  If you got less than 28/35, redos due to Carmen 5/31 @ 11:59 p.m.  Most common errors:  Known words = 80% + mastery  Learning Objective: specific targets  New Material: Must include instruction/modeling/prompting  Instructional Arrangement  Time per section
    • 3. Today’s Class A6 Headcount  Bring watch or phone with timer Review Quiz 8 Academic Feedback/Differentiation Lecture Assignment 5 Study for final exam by next Thursday!
    • 4. Quiz 8 An effective instructor focuses on all of the following EXCEPT  boosting self-esteem.  academic activities.  achieving a high number of correct responses*  student engagement.
    • 5. Faulty Notions Building students’ self-esteem is a teacher’s primary goal  Leads to the use of poorly designed curricula A good teacher is first and foremost creative  Be creative within the context of validated curriculum, instruction, and assessment
    • 6. Characteristics of Effective Instruction3. It is academically focused  Successful teachers spend more time on academic activities and less on non-academic activities (e.g., crafts)4. It is individualized  To help each student succeed  Achieve a high number of correct responses  Become confident in their competence  Not meant that each child works alone
    • 7. Quiz 8 Teaching something after initial learning has occurred is  Overlearning  First-time correct  Delayed tests  Maintenance
    • 8. Key Concepts of Mastery Teaching Overlearning – continuing to teach something after initial learning has occurred  Enhances maintenance, automaticity, and application First-time correct – All students correct the first time a task is presented in a lesson  Best indicator of mastery Delayed test – selected tasks from the lesson presented later  Indicator of “firm” (correct after recent teaching)
    • 9. Big Picture
    • 10. Academic FeedbackHDFS 464
    • 11. Instructional Classroom Management(Konold et al.) Academic feedback = how teachers provide information about the accuracy of responses and how to correct students following errors.  Shapes future behavior! Why provide feedback?  Reinforce appropriate behavior  Let students know how they are doing  Extend learning opportunities
    • 12. Four Types of Student Responses:Differentiated Feedback1. If quick, confident, and correct  Quick “Right” and present the next question2. If correct, but hesitant  Confirm the correct response and repeat it3. If incorrect and random or careless  Quick and simple correction  Motivation may be an issue4. If incorrect and don’t know  Provide prompts to lead them to answer  Re-teach the material
    • 13. Verbal questioning Why use verbal questioning?  Evaluate and monitor student performance  Help students understand content  Help students remain actively engaged  Help students remember what they learned Must provide effective feedback!
    • 14. Instructive Feedback Consistently adding supplemental information to feedback  Expansion=provides additional related information  Parallel=different question requiring same response  Novel=provides new or unrelated information
    • 15. Effective use of feedback Planned, specific feedback is much more likely to influence student performance than haphazard, general feedback. High quality feedback is timely, accurate, constructive, outcome-focused, encouraging, and positive. Correction procedures should end with the student responding correctly and be followed by a delayed test.
    • 16. Q and A Which of these following Q formats is preferred?  Karen, what’s the name of the biggest animal?  What’s the name of the biggest animal? Karen? Why is format 2 preferred?  Students must maintain attention because they do not know when they will get called on
    • 17. Common teaching errors Resorting to verbal attention, especially reprimands, in response to undesirable behavior Failure to recognize functions of undesirable behavior (e.g., attention-seeking vs. escape motivated) Failure to modify expectation, rules, and instruction for students who need differentiated instruction Reinforce appropriate behavior and correct responses too infrequently Failure to incorporate fun activities to increase student interest (e.g., games, popular characters)
    • 18. Effective vs. Ineffective Praise When is praise ineffective? When is praise effective? 1. When its global and bland1. When teachers are enthusiastic, 2. When it orients students sincere, and credible toward academic competition2. Use praise with students who 3. When its delivered respond well to it non-contingently3. When its contingent and teachers 4. When it distracts from task "pick their spots" relevant information and4. When it results in intrudes on instructional increased engaged time momentum
    • 19. Differentiation
    • 20. Connecting RTI and DI http://www.youtube.com/watch?v=HWxsI2g5yp8&feature=related
    • 21. Instructional Levels (Zone of Proximal Development)  Mastery Level  Previously taught  Too easy Instructional Level  Ready to learn The Zone  Just right  Frustration Level  Not taught  Too hard
    • 22. Scaffolding Instructional strategy that involves providing highly supported instructional trials during new material and gradually fading the support as students gain proficiency in guided and independent practice.  Heavily prompted early trials  Lightly prompted trials  Unprompted trials
    • 23. What is Differentiated Instruction? Adjusting instruction to address the individual needs of diverse learners. Students are diverse on many characteristics
    • 24. What is Differentiated Instruction? Content  What we teach Process  How we teach it Product  Way students respond
    • 25. Content Differentiation (aka. Grouping) Place students in curriculum and organize smaller instructional groups o Homogenous – grouping students who are on the same lesson in the curriculum. o Reading level, math level, writing level Don’t need to content differentiate Science, Social Studies, etc. o Heterogeneous - grouping students who are at different levels in the curriculum
    • 26. Content Differentiation (aka. Grouping) Whole ClassInstructional Instructional Instructional Instructional Group Group Group Group
    • 27. Examples The class is working on colors. At least one student’s targets include naming brown, black, and pink. Another student’s targets include naming red, blue, and yellow. A different student is learning to point to orange, green, and purple. And yet another student is matching green, blue, and red. The group is working on reading lists of words. Some students are working on reading VCV words while others are reading VCC words.
    • 28. You have… Conducted CBAs or placement tests Used a skill matrix to see results for all students Identified instructional goals for individuals & groups Grouped students based on content goals Designed a lesson plan for each group What if content differentiation isn’t sufficient?
    • 29. Content - Process - Product Materials – concrete, representational, abstract  Difficulty  Interest Remember! We’ve already Assistance  Prompts or reminders differentiated content! Response  Mode – verbal, written, pointing or touching, yes/no etc.  Targets  Quantity
    • 30. Process & Product Differentiation Materials Materials Assistance Assistance Responses Responses Materials Materials Assistance Assistance Responses Responses
    • 31. Basic Instructional Trial Trial = opportunity for students to respond Antecedent  What happens before the student responds  What the teacher says and does Behavior  What the student says and does – responding to A Consequence  What happens after the student responds  Praise or correction
    • 32. Expanded Trial Elements  Attention Signal  Gets student to focus attention  Task Stimulus  Stimuli needed for task (often materials)  Stimulus Direction  Tells students to do something withA respect to the stimulus (but not the response)  Stimulus Prompt  Provides a hint; highlights a key feature that serves as a prompt  Response Prompt  Model or partial model of response  Response Direction  Specific direction telling what students should do  Response  Students’ responseBC  Feedback  Praise or correction
    • 33. Elements of Expanded Instructional Trial Example Elements 1. "Everybody, watch me.“ Attention signal 2. Teacher holds up a map of the Task stimulus intermountain states Stimulus direction 3. “Look at this state.“ Stimulus prompt 6. "See - It is shaped like a step.“ 7. "This is Utah.“ Response prompt 8. "Everyone, tell me its name.“ Response direction 9. “Get ready.” Snap Signal 10. "Utah.“ Response 11. "Good, that state is Utah." Reinforce or Feedback
    • 34. Process & Product Differentiation Adjust elements of the expanded trial to make instruction easier or more difficult for learners within groups. Big Idea: match materials, assistance, and response to individual students’ instructional level
    • 35. 5 Ways to Modify Demand Change the task stimulus (material) Change response direction (assistance, response)p Change the response (response)n Remove or insert response and stimulus prompts (assistance) Remove or insert interference between response prompt and response direction (assistance) *Interference: “extra talk” between prompts and response. Causes a delay making the trial slightly harder.
    • 36. Which element should I adjust?To differentiate on… Element Attention signal Materials Task stimulus Task stimulus 1 Stimulus direction Assistance Remove prompt Stimulus or insert stimulus & response Response Prompt prompts 4 Insert interference 5 Response ResponseDirection 2 Response direction Signal Response Response 3 Feedback
    • 37. 1. Change Task Stimulus AS “Everyone.” TS Teacher gives students reading passages RD “Please read the passage silently and write the main idea in the space provided.” S “Do it now.” R Students read and write the main idea. F Teacher checks the students responses and says, “Great you all got it!”
    • 38. 1. Change Task Stimulus AS “Everyone.” TS Teacher gives students reading passages; some passages have the main idea highlighted. “Please read the passage silently and write the main RD idea in the space provided.” “Do it now.” S Students read and write the main idea. R Teacher checks the students responses and says, F “Great you all got it!”
    • 39. 2. Change Response DirectionHigh Demand Response Direction Response 6 . 2 . What do we do? Divide 6 . 2 What operation? Divide 6 . 2 We dont multiply; what do Divide we do? 6 . 2 . Do we multiply or divide? Divide 6 . 2 . Do we multiply? Yes/NoLow Demand
    • 40. 3. Change the Response TS Teacher points to a blue horse in a book RD What color is this horse? R “blue” F Yes, the horse is blue.
    • 41. 3. Change the Response TS Teacher points to a blue horse in a book RD What color is this horse? R Holds up a card with word “blue” on it. F Yes, the horse is blue.
    • 42. 4. Remove Response Prompt AS Everybody, watch me. TS (Teacher holds up an "a"). SD Look at this letter. RP The sound of this letter is "a". RD Everybody, what sound? R "a" F Good
    • 43. 4. Remove Response Prompt AS Everybody, watch me. TS (Teacher holds up an "a"). SD Look at this letter. RD Everybody, what sound? R "a" F Good
    • 44. 4. Insert Response Prompt AS Everybody look. TS (Shows a picture of an elephant) SP See, he has a long trunk. RD What kind of animal is this, ? R Elephant F Good
    • 45. 4. Insert Response Prompt AS Everybody look. TS (Shows a picture of an elephant) SP See, he has a long trunk. RP This animal is an elephant. RD What kind of animal is this, ? R Elephant F Good
    • 46. 5. Inserting Interference AS Everybody, look. RP (Teacher writes an "a") RD Your turn to write "a". S Go ahead. R (students write "a") F Good.
    • 47. 5. Insert Interference AS Everybody, look. RP (Teacher writes an "a") I We know that “a” is the first sound in apple. RD Your turn to write "a". S Go ahead. R (students write "a") F Good.
    • 48. Guided Practice During your learning set, you review math operations. There is a list of problems on the board with – or + as the operation. As you point to the different problems, you ask the class, “What do I do?” Brandon, one of your students, was absent during the lesson in which you introduced this the first time. Typically, he picks up material easily. Without separating him into 1:1 instruction, how could you differentiate this activity for Brandon?
    • 49. Operations Math LessonLearning Set (3 min)  Review Activity: Using a list of problems (- or +) on the board, have students tell what they would do. Instructional Students Materials Assistance Response Unit  Tell what to Change response do based on direction to  Brandon – or + “Do we add problems.     or subtract?”  
    • 50. Scripted Trial with Labels Attention Signal Okay Class. Stimulus Direction Look on the board. Task Stimulus List of addition and subtraction problems on board.Response Direction When I point to a problem, tell me what I should do. Signal Teacher points Response Students respond subtract or add Feedback Yes
    • 51. Scripted Trial with Labels Attention Signal Okay Class. Stimulus Direction Look on the board. Task Stimulus List of add and subtraction problems on board.Response Direction Brandon, Do I add or subtract? Signal Teacher points Response Students respond subtract or add Feedback Yes
    • 52. Tiered Lessons Lesson plans that are divided into tiers of difficulty Can plan tiers for review/prerequisite check and independent practice, but most important for new material and guided practice.
    • 53. Tiered Lesson Plan TemplateI. Review/Prerequisite Check (15-20% time) o Targets - Activity – Arrangement - InstructionII. New Material/Guided Practice (40-50% time) o Targets - Activity – Arrangement – o Instruction Tier 3: High Support Tier 2: Moderate Support Tier 1: Low SupportIII. Independent Practice (25-30% time) o Targets - Activity – Arrangement - Instruction
    • 54. Assignment 5A. Differentiate on materials.  Create ONE trial that involves changing the materials in some way to differentiate on interest and only on interest.B. Differentiate on assistance.  Create ONE tier 1 (low support) and ONE tier 3 (high support) instructional trial from this tier 2 trial. Do not change the response!C. Differentiate on response.  Create ONE tier 1 (low support) and ONE tier 3 (high support) instructional trial from this tier 2 trial. Do not change anything except response!
    • 55. A5 In-Class ExampleA. Differentiate on materials, but teach the teach the shapes circle, square, and triangle.  Create ONE trial that involves changing the materials in some way to differentiate on interest and only on interest.B. Differentiate on assistance, but teach the teach the shapes circle, square, and triangle.  Create ONE tier 1 (high support) and ONE tier 3 (low support) instructional trial from this tier 2 trial. Do not change the response!C. Differentiate on response, but teach the teach the shapes circle, square, and triangle.  Create ONE tier 1 (high support) and ONE tier 3 (low support) instructional trial from this tier 2 trial. Do not change anything except response and/or response direction!
    • 56. Tier 2 Trial (moderate support)T: holds up a shape flashcard (TS)T: “There are lots of things that are this shape. Like the sun, a ball, or the clock in our classroom.” (SP)T: “What shape is this?” (RD)S: say “circle” (R)T: “Yes, it’s a circle.” (F)
    • 57. Tier 2 ModelAttention SignalTask Stimulus T: Holds up a shape flashcardStimulus DirectionStimulus Prompt T: There are lots of things that are this shape. Like the sun, a ball, or the clock in our classroom.Response PromptInterferenceResponse Direction T: What shape is this?SignalResponse S: CircleFeedback T: Yes, its a circle.
    • 58. Differentiate on Materials (Task Stimulus)Attention SignalTask StimulusStimulus DirectionStimulus Prompt T: There are lots of things that are this shape. Like the sun, a ball, or the clock in our classroom.Response PromptInterferenceResponse Direction T: What shape is this?SignalResponse S: CircleFeedback T: Yes, its a circle.
    • 59. Differentiate on Materials (Task Stimulus)Attention SignalTask Stimulus T: Shows a book focused on circles.Stimulus DirectionStimulus Prompt T: There are lots of things that are this shape. Like the sun, a ball, or the clock in our classroom.Response PromptInterferenceResponse Direction T: What shape is this?SignalResponse S: CircleFeedback T: Yes, its a circle.
    • 60. Differentiate on Assistance (Stimulus Prompt, Response Prompt, Interference, Response Direction) Tier 1 (low support) Tier 3 (high support)Attention SignalTask Stimulus T: Holds up a shape flashcard T: Holds up a shape flashcardStimulus DirectionStimulus PromptResponse PromptInterferenceResponse DirectionSignalResponse S: Circle S: CircleFeedback T: Yes, its a circle. T: Yes, its a circle.
    • 61. Differentiate on Assistance (Stimulus Prompt, Response Prompt, Interference, Response Direction) Tier 1 (low support) Tier 3 (high support)Attention SignalTask Stimulus T: Holds up a shape flashcard T: Holds up a shape flashcardStimulus DirectionStimulus Prompt This shape is like the letter "O."Response Prompt It doesnt look like a gift box or a piece ofInterference paper.Response Direction Its not an oval, what is it?SignalResponse S: Circle S: CircleFeedback T: Yes, its a circle. T: Yes, its a circle.
    • 62. Differentiate on Assistance (Stimulus Prompt, Response Prompt, Interference, Response Direction) Tier 1 (low support) Tier 3 (high support)Attention SignalTask Stimulus T: Holds up a shape flashcard T: Holds up a shape flashcardStimulus DirectionStimulus Prompt This looks like the letter "O."Response Prompt It is a circle.InterferenceResponse Direction Is it a circle or square?SignalResponse S: Circle S: CircleFeedback T: Yes, its a circle. T: Yes, its a circle.
    • 63. square  squar  square
    • 64. squar square square  
    • 65. Differentiate on Response (Response Direction, Response) Tier 1 (low support) Tier 3 (high support)Attention SignalTask Stimulus T: Holds up a shape flashcard T: Holds up a shape flashcardStimulus Direction T: There are lots of things that are this shape. T: There are lots of things that are this shape.Stimulus Prompt Like the sun, a ball, or the clock in our Like the sun, a ball, or the clock in ourResponse PromptInterferenceResponse DirectionSignalResponseFeedback T: Yes, its a circle. T: Yes, its a circle.
    • 66. Differentiate on Response (Response Direction, Response) Tier 1 (low support) Tier 3 (high support)Attention SignalTask Stimulus T: Holds up a shape flashcard T: Holds up a shape flashcardStimulus Direction T: There are lots of things that are this shape. T: There are lots of things that are this shape.Stimulus Prompt Like the sun, a ball, or the clock in our Like the sun, a ball, or the clock in ourResponse PromptInterferenceResponse Direction T: Write the name of the shape.SignalResponse T: Write "circle."Feedback T: Yes, its a circle. T: Yes, its a circle.
    • 67. Differentiate on Response (Response Direction, Response) Tier 1 (low support) Tier 3 (high support)Attention SignalTask Stimulus T: Holds up a shape flashcard T: Holds up a shape flashcardStimulus Direction T: There are lots of things that are this shape. T: There are lots of things that are this shape.Stimulus Prompt Like the sun, a ball, or the clock in our Like the sun, a ball, or the clock in ourResponse PromptInterferenceResponse Direction T: Is it a circle or star? Hold up the card.SignalResponse S: Holds up a circle shaped card.Feedback T: Yes, its a circle. T: Yes, its a circle.
    • 68. Tier 2 ModelAttention Signal T: Okay, class.Task Stimulus List of addition and subtraction problems on the board.Stimulus Direction T: Look at the problems.Stimulus PromptResponse PromptInterferenceResponse Direction T: When I point to a problem, tell me what I should do.Signal Teacher points.Response S: Add.Feedback T: Yes.
    • 69. Differentiate on Materials (Task Stimulus)Attention Signal T: Okay, class.Task StimulusStimulus Direction T: Look at the problems.Stimulus PromptResponse PromptInterferenceResponse Direction T: When I point to a problem, tell me what I should do.Signal Teacher points.Response S: Subtract.Feedback T: Yes.
    • 70. Differentiate on Materials (Task Stimulus)Attention Signal T: Okay, class.Task Stimulus Addition and subtraction flashcards.Stimulus Direction T: Look at the problems.Stimulus PromptResponse PromptInterferenceResponse Direction T: When I point to a problem, tell me what I should do.Signal Teacher points.Response S: Subtract.Feedback T: Yes.
    • 71. Differentiate on Assistance (Stimulus Prompt, Response Prompt, Interference, Response Direction) Tier 1 (low support) Tier 3 (high support)Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems onTask Stimulus the board. the board.Stimulus Direction T: Look at the problems. T: Look at the problems.Stimulus PromptResponse PromptInterferenceResponse DirectionSignal Teacher points. Teacher points.Response S: Add. S: Add.Feedback T: Yes. T: Yes.
    • 72. Differentiate on Assistance (Stimulus Prompt, Response Prompt, Interference, Response Direction) Tier 1 (low support) Tier 3 (high support)Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems onTask Stimulus the board. the board.Stimulus Direction T: Look at the problems. T: Look at the problems. We use this operation when were groceryStimulus Prompt shopping to see how much well spend.Response PromptInterference We know that we wont multiply or divide.Response Direction What operation?Signal Teacher points. Teacher points.Response S: Add. S: Add.Feedback T: Yes. T: Yes.
    • 73. Differentiate on Assistance (Stimulus Prompt, Response Prompt, Interference, Response Direction) Tier 1 (low support) Tier 3 (high support)Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems onTask Stimulus the board. the board.Stimulus Direction T: Look at the problems. T: Look at the problems.Stimulus Prompt This problem has a plus sign. This problem requires us to add these 2Response Prompt numbers.InterferenceResponse Direction Do we add or subtract?Signal Teacher points. Teacher points.Response S: Add. S: Add.Feedback T: Yes. T: Yes.
    • 74. squar square square  
    • 75. Differentiate on Response (Response Direction, Response) Tier 1 (low support) Tier 3 (high support)Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems onTask Stimulus the board. the board.Stimulus Direction T: Look at the problems. T: Look at the problems.Stimulus PromptResponse PromptInterferenceResponse DirectionSignal Teacher points. Teacher points.ResponseFeedback T: Yes. T: Yes.
    • 76. Differentiate on Response (Response Direction, Response) Tier 1 (low support) Tier 3 (high support)Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems onTask Stimulus the board. the board.Stimulus Direction T: Look at the problems. T: Look at the problems.Stimulus PromptResponse PromptInterferenceResponse DirectionSignal Teacher points. Teacher points.ResponseFeedback T: Yes. T: Yes.
    • 77. Differentiate on Response (Response Direction, Response) Tier 1 (low support) Tier 3 (high support)Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems onTask Stimulus the board. the board.Stimulus Direction T: Look at the problems. T: Look at the problems.Stimulus PromptResponse PromptInterferenceResponse Direction What do we do? Write down the sign.Signal Teacher points. Teacher points.Response Students write + or -.Feedback T: Yes. T: Yes.
    • 78. Differentiate on Response (Response Direction, Response) Tier 1 (low support) Tier 3 (high support)Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems onTask Stimulus the board. the board.Stimulus Direction T: Look at the problems. T: Look at the problems.Stimulus PromptResponse PromptInterferenceResponse Direction Do we add? Hold up the card.Signal Teacher points. Teacher points.Response Hold up a card with a "+" sign.Feedback T: Yes. T: Yes.

    ×