CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE INTERVENTION NEEDS SPED 4/53050 INSTRUCTOR: BRIAN FRIEDT Week fourteen:  Co...
This week <ul><li>Usual content </li></ul><ul><ul><li>PowerPoint </li></ul></ul><ul><ul><li>Quiz </li></ul></ul><ul><ul><l...
Explicit instruction <ul><li>Set of procedures used to clearly and overtly teach content information </li></ul><ul><li>Oft...
Strategy instruction <ul><li>Rather than teach students explicit content, teach students a strategy that could be laid ove...
Differentiated instruction <ul><li>Changing what a student is taught/learns </li></ul><ul><ul><li>Accommodation </li></ul>...
Collaboration <ul><li>Group of professionals working together to serve a variety of functions </li></ul><ul><li>IAT/MFE te...
Consultation <ul><li>Professional providing support to someone else </li></ul><ul><li>As in: </li></ul><ul><ul><li>SLP con...
Co-teaching <ul><li>Two teachers </li></ul><ul><li>Requires: </li></ul><ul><ul><li>Effective communication </li></ul></ul>...
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Week 14 collaboration a

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Week 14 collaboration a

  1. 1. CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE INTERVENTION NEEDS SPED 4/53050 INSTRUCTOR: BRIAN FRIEDT Week fourteen: Collaborative strategies
  2. 2. This week <ul><li>Usual content </li></ul><ul><ul><li>PowerPoint </li></ul></ul><ul><ul><li>Quiz </li></ul></ul><ul><ul><li>Critical reflection </li></ul></ul><ul><li>INTERVIEW PROJECT </li></ul><ul><ul><li>DUE ON SATURDAY </li></ul></ul>
  3. 3. Explicit instruction <ul><li>Set of procedures used to clearly and overtly teach content information </li></ul><ul><li>Often </li></ul><ul><ul><li>Model </li></ul></ul><ul><ul><li>Guided practice </li></ul></ul><ul><ul><li>Independent practice </li></ul></ul>
  4. 4. Strategy instruction <ul><li>Rather than teach students explicit content, teach students a strategy that could be laid over multiple content areas </li></ul><ul><li>As in: </li></ul><ul><ul><li>Generalized problem solving strategy </li></ul></ul><ul><ul><li>Test-taking strategies </li></ul></ul><ul><ul><li>Using a text strategies </li></ul></ul>
  5. 5. Differentiated instruction <ul><li>Changing what a student is taught/learns </li></ul><ul><ul><li>Accommodation </li></ul></ul><ul><ul><ul><li>Content stays essentially the same; change is in the what the student does </li></ul></ul></ul><ul><ul><ul><li>Read aloud tests, reduced homework... </li></ul></ul></ul><ul><ul><li>Modification </li></ul></ul><ul><ul><ul><li>Changes the content; student expectation is different </li></ul></ul></ul><ul><ul><li>Parallel curriculum </li></ul></ul><ul><ul><ul><li>Significant change to the curriculum; maintenance of some content similarity </li></ul></ul></ul><ul><ul><li>Overlapping curriculum </li></ul></ul><ul><ul><ul><li>Radical alteration of curriculum to address significantly different needs </li></ul></ul></ul>
  6. 6. Collaboration <ul><li>Group of professionals working together to serve a variety of functions </li></ul><ul><li>IAT/MFE team </li></ul><ul><li>IEP team </li></ul>
  7. 7. Consultation <ul><li>Professional providing support to someone else </li></ul><ul><li>As in: </li></ul><ul><ul><li>SLP consulting with an English teacher on a vocabulary development plan </li></ul></ul><ul><ul><li>Special educator consulting with general educator to modify a math test </li></ul></ul><ul><ul><li>Special educator consulting with grade level team to develop a behavior plan </li></ul></ul>
  8. 8. Co-teaching <ul><li>Two teachers </li></ul><ul><li>Requires: </li></ul><ul><ul><li>Effective communication </li></ul></ul><ul><ul><li>Common planning </li></ul></ul><ul><ul><li>Respectful professional relationship </li></ul></ul><ul><ul><li>Acknowledgement of shared responsibility </li></ul></ul>

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