Structured teaching provides clear expectations and visual structure to convey student expectations for independent work completion.

1. How well you teach
=
How well they learn.
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2. Access
Course
Codes

3. Curriculum Instructional Materials
Practices
“The What” “The How” The items used
to teach the
Evidence / access
Access Points researched based points.
methodologies
or strategies

4.  Not all instruction can or should be done 1:1.
Do you agree with this statement?
Why or why not?
 How can we increase learner engagement in
(small and larger group) instructional
settings?

5. Provide Pre-correction
•Setting up environment and expectations to
ensure active and accurate responses.
Engage the 3R’s
•Repetition
•Rehearsal
•Review
Elicit Responses
•Choral Reading (picture reading)
•Choral Responding
•Partner Interaction

6. Provide Pre-correction Engage the 3R’s
•Setting up environment and
expectations to ensure active and
•Repetition
accurate responses.
•Rehearsal
Elicit Responses
•Choral Reading (picture reading) •Review
•Choral Responding
•Partner Interaction

7.  Frequent responses are elicited.
Response cards, choral/partner responding.
 Student performance is carefully monitored.
“Walk around. Look around. Talk around.”
 Immediate, affirmative and corrective feedback is
provided.
Delivered with appropriate tone and is specific.
 The lesson is delivered at a brisk pace!
Ensures adequate time & practice.

8. 1. Prompting (Blue)
2.Reinforcement (Purple)
3.Discrete Trial (Yellow)
4.Errorless Teaching (pink)
5.Incidental Teaching (green)

9.  Group will be divided into 5 teams.
 Each newgroup will read and review assigned fact
sheet.
 Expert groups disband and rejoin original team.
Each member reports out about their :
 What is it?
 How is it used?
 Advantages/Disadvantages

10.  “most to least”
Most
Support Effective when students are initially learning
a new concept.
 Should always develop a fading sequence
before training begins.
 Start with a prompt that will ensure
correct response.
Least
Support  Establish a criteria for when you will move
from one level of prompt to the next.

11.  “least to most”
Most
Support Student attempts the task before you intervene

with assistance.
 The prompt increases until the student makes
the correct response.
 Effective if student has mastered a skill and you
are focusing on maintenance or generalization.
Least  Should establish a sequence of prompts before
Support training begins.

12.  When and how you reinforce a behavior can
greatly impact the rate and strength of the
response.
 Should always conduct a reinforcement
survey with each of your students
 Observations
 Specific trials
 Parent, care giver, previous teacher interviews

13.  Discrete Trial Instruction Cycle
 Teacher gives an initial instruction/command
 A prompt/cue is given to assist student in correct
response (if needed)
 Student gives response
 Teacher gives appropriate consequence based upon
student’s response
 A slight pause (3-5 seconds) is given between trials
CARD, Florida. Atlantic University

14. ADVANTAGES DISADVANTAGES
 Teacher controlled  Costly (requires 1:1 ratio)
 Data collection is easy to  Can cause prompt
take and assess dependency
 Allows for mass trials and  Can be challenging to
practice opportunities generalize to other settings
 Good for: following  Not good for: spontaneous
directions, rote knowledge, speech, play or social skills
matching, sorting,
imitation

15.  Errorless Teaching Instructional Cycle
 Teacher gives an initial instruction/command
 Teacher gives an immediate prompt to prevent any
chance for incorrect responses.
 Teacher gives praise/reinforcer to student
 To promote independence the immediate
prompts, or amount of help provided, are
systematically decreased, or faded, to allow
children the opportunity to provide correct
responses on their own.
CARD, Florida. Atlantic University

16. ADVANTAGES DISADVANTAGES
 Can avoid student frustration  Can cause prompt
with incorrect responses dependency
 Can avoid the chance a chain  Costly (requires 1:1 ratio)
of errors from incorrect  Not good for: spontaneous
responding
speech, play or social skills
 Teacher controlled
 Data collection is easy to take
and assess
 Good for: following
directions, rote knowledge,
matching, sorting, imitation

17.  Incidental teaching provides structured learning
opportunities in the natural environment by using
the child’s interests and natural motivation.
 Once the teacher identifies a naturally occurring
situation that a child is expressing interest in,
strategies are then used to encourage the child’s
responses.
 Incidental teaching strategies are designed to
promote motivation and facilitate generalization.
CARD, Florida. Atlantic University

18. ADVANTAGES DISADVANTAGES
 Natural, activity based  Cannot control number of
 Encourages spontaneous trials
skills  Data collection is more
 Student initiated challenging to take and
 Does not require formal analyze
training for the teacher  Teacher must be very
 Encourages generalization of observant to “catch” learning
skills to a variety of settings opportunities
and people  Not good for: rote
 Good for: spontaneous knowledge, learning new
speech, play skills and social skills, students who do not
skills, inclusion settings initiate interactions

19.  A process in which a task is analyzed, or broken
down, into its sub parts.
 Data collection is taken for each “step” in the
task analysis.
 Data collection typically measures the level of
prompting required for the completion of each
“step”.
 The sub parts or “steps” are taught through the
use of chaining (forward or backward) them
together for a total task presentation.

20.  A series of related behaviors, each of which
provides the cue for the next and the last that
produces a reinforcer.
 Almost everything we do is considered a chain
▪ Reciting the alphabet
▪ Taking a shower
▪ Tying your shoe laces

21.  Teach the first step (A). Reinforce (A)
 Once (A) has met criteria for satisfactory, teach
(A & B). Reinforce (A & B) as one unit
 Once (A & B) met criteria for satisfactory, teach
(A, B &C). Reinforce (A,B & C) as one unit
 Continue the chain…
 Teacher should always complete entire chain
with the student so that student is aware of the
entire task presentation

22.  Teacher completes all steps in the task
presentation except for the last step (Z)
 Student completes (Z). Reinforce for (Z).
 Once (Z) has met criteria for satisfactory
teach (Y & Z). Reinforce (Y & Z) as one
unit.
 Continue the chain…

23.  Structured teaching is a system for organizing
the environment
 Structured teaching works best with skills that
are meant to be completed independently, that
have a clear defined beginning and end
 Structured teaching utilizes visual structure to
convey student expectations
 Visual instructions
 Visual organization
 Visual clarity

24.  The student should be able to answer these
questions when it refers to their work tasks
and work systems:
 The 4 questions
 What is the work to be done?
 How much work am I expected to do?
 When am I finished?
 What am I going to do next?