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Parallel Teach

Parallel Teach. Strategies to Support Struggling Learners. How can I impact learning?. Understand Working Memory & Impact on Memory Retrieval Use Permanent Products/Supplemental Aids/Accommodations. Working Memory (WM).

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Parallel Teach

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  1. Parallel Teach Strategies to Support Struggling Learners Provided by Region 4 ESC

  2. How can I impact learning? Provided by Region 4 ESC • Understand Working Memory & Impact on Memory Retrieval • Use Permanent Products/Supplemental Aids/Accommodations

  3. Working Memory (WM) “The management, manipulation, and transformation of information drawn from the short-term and long-term memory.” -Working Memory and Academic Learning: Assessment and Intervention p.58 • WM is the culprit causing many learning disabilities. • When WM deficits are identified, WM permanent products should be routinely used to compensate for the deficit. • WM permanent products teach responsibility. Provided by Region 4 ESC

  4. Visuospatial Work Memory Visuospatial Working Memory Provided by Region 4 ESC

  5. Permanent Products Provided by Region 4 ESC

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  8. Dual Encoding Enhances retention and recall Develops multiple retrieval routes Provides visual imagery when material is presented verbally Provides verbal mnemonic when material is visual (Cook, 1989) Provided by Region 4 ESC

  9. Mnemonics Aids to memory such as acronyms, rhymes, linking information by creating visual images or making up a story, are called mnemonics. Support learning by providing structure, meaning, integration, and cues where none naturally exist Make the invisible, visible Add meaningfulness, organization, association, visualization and interest (Dehn, 2007) Provided by Region 4 ESC

  10. Paraphrasing • Requires students to restate information in their own words • Builds from rehearsal and chunking strategy • Requires student to reorganize and condense large chunks of information • Begins with short, simple and single sentences • Increase length of message gradually • Utilizes verbal working memory resources (Dehn, 2007) Provided by Region 4 ESC

  11. Objective 1 At a restaurant Agnes ordered food that cost $14.89. The tax onher bill was 7%. She gave the waiter a 15% tip on the total bill,including tax. Write an expression that can be used to representthe tip Agnes left. Provided by Region 4 ESC

  12. Key Word Method • Incorporates visual memory • Facilitates vocabulary and process development • Most researched and most effective strategy (Mastropieri & Scruggs, 1998) Provided by Region 4 ESC

  13. Key Word Method: Memory Technique • Technique used to help associate two things Here's how it works: Pick a keyword that will remind you of the word you want to learn. You're going to make a mental image, so pick something you can easily visualize in your mind. For example, if you're trying to learn the Spanish word "carta" (letter), your keyword could be "cart.” • Make a vivid mental image of the two things combined, using the keyword as the main image. For example, you could picture a letter sitting in a cart to remember that "Carta" means "Letter.” Provided by Region 4 ESC

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  15. TEA 2009-2010 Assessment TETNKey Changes: Supplemental Aids • Must be a tool and not a source of direct answers, meaning that the student can use the aid to figure out the answer, NOT just look at the aid to find the answer • TAKS • No changes to policies • TAKS (Accommodated) • May be allowed for any grade or subject with the submission and approval of an ARF • TAKS-M • Allowed for any grade and any subject if in IEP Provided by Region 4 ESC

  16. Examples of Supplemental Aids • Please note: It is very important to understand that these are samples that were created for demonstration purposes in this presentation only. TEA 2009-2010 Assessment TETN Provided by Region 4 ESC

  17. Examples of NON-ALLOWABLE supplemental aids: Soc. Stud. At grade 8 this labeled map would provide direct answers for items assessing either territorial expansion or significant dates. It would not be allowed. This map does not contain material tested at grade 10 or Exit level/grade 11 so it would be allowed but would not be helpful to a student. It may even confuse the student. TEA 2009-2010 Assessment TETN Provided by Region 4 ESC

  18. Examples of ALLOWABLE supplemental aids: Soc. Stud. Now that the labels have been removed from the map, this would be allowable for a student in grade 8. This map could be blank, labeled with a general title (“Area 3”), or shaded. The student is still required to know the information, but is given a visual aid to help him/her recall prior information. TEA 2009-2010 Assessment TETN Provided by Region 4 ESC

  19. Examples of NON-ALLOWABLE supplemental aids: Soc. Stud. This is an example of a timeline that would not be allowed for students in grade 8 or Exit level/grade 11 because students are required to answer questions about the significance of 1861-1865 . This list would not be helpful and might be confusing at grade 10. TEA 2009-2010 Assessment TETN Provided by Region 4 ESC

  20. Examples of ALLOWABLE supplemental aids: Soc. Stud. Now that the significant events have been deleted from the timeline, it serves only as a tool to help the student recall important information and would be allowed. TEA 2009-2010 Assessment TETN Provided by Region 4 ESC

  21. Examples of NON-ALLOWABLE supplemental aids: Soc. Stud. At grade 10 and Exit level/grade 11 students are required to identify and compare the characteristics of different economic systems. Using an aid such as this would be a source of direct answers TEA 2009-2010 Assessment TETN Provided by Region 4 ESC

  22. TEA 2009-2010 Assessment TETN Examples of ALLOWABLE supplemental aids: Soc. Stud. If a student needs assistance with remembering definitions, there are many ways to accomplish this. A student may be able to use a standard English language dictionary or create a picture dictionary such as this one. The formal definition and characteristics of a traditional economy have been removed, but the student has chosen to insert a picture of a family who makes a living herding livestock. This picture would give the student a visual reminder of the assessed term. 1. Traditional Economy Provided by Region 4 ESC

  23. TEA 2009-2010 Assessment TETN Examples of NON-ALLOWABLE supplemental aids: Science • Melting point: The melting point of a substance is the temperature at which the substance changes from a solid to a liquid. Ice changes to a liquid at its melting point of 0°C. • Boiling point: The boiling point of a substance is the temperature at which the substance changes from a liquid to a gas. Water changes to steam at its boiling point of 100°C. • Magnetism: Magnetic substances are attracted to strong magnets. Iron nails are magnetic, but wooden toothpicks are not. This might be a portion of a student’s journal that contains the definitions and specific examples of important science terms. These particular definitions includes examples of the properties of matter which are assessed in all grades and would not be allowed for any science assessment. These may be exact questions on the test and would constitute a source of direct answers. Provided by Region 4 ESC

  24. Examples of ALLOWABLE supplemental aids: Science TEA 2009-2010 Assessment TETN This portion of a students science journal also contains information about the properties of matter and would be allowed at all grade levels in science. The student is now required to apply the pictorial representation of the term to questions to determine the correct answer. Provided by Region 4 ESC

  25. Examples of NON-ALLOWABLE supplemental aids: Math TEA 2009-2010 Assessment TETN This example of a translation would not be allowed for grades 4 through 8 since the TEKS at these grades require students to identify and graph translations. This could be a source of direct answers. Translations are not specifically tested at grades 9 and up, so this would be allowed if requested, but might be confusing. Translations are not tested at gr. 3 so this would not be useful and could be confusing for a student. Provided by Region 4 ESC

  26. Examples of ALLOWABLE supplemental aids: Math This is a portion of a student’s mathematics journal. The student has shown a person “sliding” down a hill as his definition of a translation. This is not a source of direct answers and would be allowed at any grade. TEA 2009-2010 Assessment TETN Provided by Region 4 ESC

  27. Examples of NON-ALLOWABLE supplemental aids: Math TEA 2009-2010 Assessment TETN This example of a place value chart would not be allowed for grades 3 -5 since the TEKS require students to use place value to read and write numbers. By including numerals, this is a source of direct answers. Place value is not specifically tested at grades 6 and up, so this chart would be allowed although it might be confusing to students. Provided by Region 4 ESC

  28. Examples of ALLOWABLE supplemental aids: Math By removing the numerals, this place value chart becomes a tool and would be allowed at any grade. TEA 2009-2010 Assessment TETN Provided by Region 4 ESC

  29. Examples of NON-ALLOWABLE supplemental aids: Math This example demonstrates the division process. Because it gives examples and could be a source of direct answers, it would not be allowed at any grade. TEA 2009-2010 Assessment TETN Provided by Region 4 ESC

  30. Examples of ALLOWABLE supplemental aids: Math • Divide • Multiply • Subtract • Bring down • Dad • Mom • Sister • Brother By using a mnemonic device for the steps of division, the student is required to understand the process but is given a tool to remember it. This would be allowed at any grade. TEA 2009-2010 Assessment TETN Provided by Region 4 ESC

  31. Examples of ALLOWABLE supplemental aids: Other • Blank graphic organizers • List of general strategies (e.g. read the story, answer the questions using information from the story, take a break) • Definitions without specific examples • Punctuation and grammar rules without specific examples TEA 2009-2010 Assessment TETN Provided by Region 4 ESC

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  37. Exit Level TAKS: Math Katie Kieso Example Provided by Region 4 ESC

  38. Using Technology • Wordahead/Vocabahead:  Video, audio, print definition of most SAT words • YaKiToMe:  Free text to speech with a shared database of books already converted to text to speech • www.readplease.com– free text to speech • Audacity:  Free podcasting • Bubbl:  Develop graphic organizers online • Lexipedia:  Word associations • Teacher Vision:  Paper version of graphic organizers • TECH TIP – Zamzar:  Convert videos from www.teachertube.com to your own movie file Provided by Region 4 ESC

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  50. Using Technology • http://www.sparknotes.com/ Study guides with ready-made summaries, character lists, analysis, chapter summaries, etc.  Hint:  encourage student to practice reading summaries (Fluency instruction), then podcast their own summaries through audacity.  Or, cut and pasted summaries into YaKiToMe for listening support to help prime background knowledge. Provided by Region 4 ESC

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