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This document discusses indicators of quality academic and affective education programs. It outlines strategies for remedial reading, math, and compensatory techniques. Academic programs should use curricula tailored to individual student needs. Response to intervention uses assessment data to allocate resources with three tiers of intervention intensity. Affective education teaches life skills through systematic social and study skills instruction to support appropriate behavior and mental health.
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Brainstorming is a group technique to generate many ideas for solving a problem. There are basic rules to reduce inhibitions and stimulate new ideas. Problem solving methods help students gain scientific thinking skills. It involves defining the problem, planning, examining solutions, and concluding. CAL uses computers to aid teaching through interaction and experimentation, allowing self-paced learning. Programmed learning presents material incrementally with repetition and reinforcement of concepts through different media.
Ch13LectPP
The document discusses strategies for motivating and teaching students with learning problems. It emphasizes that motivation is essential for effective interventions and describes intrinsic and extrinsic motivation techniques. It also discusses teaching learning strategies, adapting content instruction, providing tutoring and homework support, improving test performance, and developing study skills. The goal is to help students learn independently and find academic success.
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This document discusses findings and implications from research on instructional processes and effective teaching practices. It recommends that teachers recognize students' varying abilities and styles of learning, teach concepts before details, explicitly teach thinking skills, help students understand their own learning, incorporate cooperative learning, and foster a positive classroom environment. Specific instructional strategies are also presented, such as using advance organizers, note taking, generating representations, questioning, and cooperative learning techniques.
Student Learning Initiatives (R)
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Teaching students with Learning Disabilities
The document discusses teaching strategies for students with learning disabilities. It defines learning disabilities and outlines their characteristics in cognitive, motor, and social domains. It then discusses several cognitive teaching strategies like cognitive training, mnemonic methods, and scaffolded instruction. It also outlines general teaching strategies like using advance organizers, modeling, allowing alternative demonstrations of learning, teaching memory strategies, and providing structure.
Quality Program Indicators 2
This document discusses academic interventions and strategies to support students struggling with reading, math, study skills, and social skills. It identifies three reasons for reading failure being an inappropriate program, too large class sizes, and too rapid instruction pace. Effective reading programs are direct, systematic, intensive, and sustained with professional development. Tier 2 and 3 strategies are described for small group and individualized support in reading and math. Compensatory strategies are also outlined to help students with disabilities in reading, math, study/organization skills, and social skills through tools like audio assistance, calculators, visual aids, and peer support.
Chapter 15 powerpoint presentation final
This document discusses differentiating instruction and assessment for middle and high school students. It covers various components of differentiated instruction including curriculum enhancement, modification, accommodation, adaptations, and learning contracts. It also discusses flexible grouping, assignments, planning for differentiation, accommodating gifted students, underidentified high-achieving students, and relating differentiation to Response to Intervention (RTI). The document provides guidance on preparing engaging lessons, facilitating student participation, effective questioning, discussions, and content-area reading instruction. It concludes with differentiating assessment including linking assessment to instruction, preparing students for high-stakes tests, developing test-taking strategies, and using alternative assessments such as portfolios.
strategies-for-teaching-language-skills-22.ppt
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning. Pre, during, and post listening activities are outlined.
For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended.
For reading, it describes pre, during, and post reading strategies such as previewing, questioning, and summarizing.
strategies-for-teaching-language-skills-22.ppt
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning.
For speaking, it discusses the importance of mechanics, functions, and social/cultural rules. The goal is communicative efficiency through a balanced activities approach.
For reading, it outlines pre-reading, while-reading, and post-reading strategies like previewing, questioning, and summarizing.
For writing, it discusses strategies like pre
Mtss Powerpoint
The document discusses the Multi-Tiered System of Supports (MTSS) framework. It explains that MTSS aims to provide an integrated systemic approach to meeting the needs of all students using resources efficiently. MTSS involves reviewing current practices, addressing gaps, and replacing ineffective approaches with evidence-based practices. The framework provides different tiers or levels of support including core instruction for all students, supplemental instruction for some students, and intensive interventions for few students.
Sept oct 2013 newsletter
The document discusses five key elements of effective mathematics instruction:
1) Conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition which are the five strands of mathematical proficiency.
2) The importance of establishing connections with students to build trust before engaging in learning.
3) Having a clear learning goal or outcome for each lesson that is communicated to students.
4) Helping students take ownership of their learning through exploration, dialogue, and explaining their reasoning.
5) The need to balance conceptual learning, procedural fluency, and problem solving practice for a strong mathematical foundation.
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- 1. Quality Program Indicators: Academic & Affective Education Sarah Middleton SPED 478 Moorhead State University
- 7. Remedial Strategies education helping to improve skills: designed to help people with learning difficulties to improve their skills or knowledge, or relating to education designed to do this
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