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Chapter 3: Clinical Teaching

Chapter 3: Clinical Teaching. SPED 561. What is clinical teaching. Tailored learning experiences set to the needs of the individual child Follows the purpose of an IEP - individualization Synonyms Remediation Intervention Educational therapy Instructional strategies “good teaching”.

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Chapter 3: Clinical Teaching

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  1. Chapter 3: Clinical Teaching SPED 561 © Witzel, 2009

  2. What is clinical teaching • Tailored learning experiences set to the needs of the individual child • Follows the purpose of an IEP - individualization • Synonyms • Remediation • Intervention • Educational therapy • Instructional strategies • “good teaching” © Witzel, 2009

  3. Clinical Teaching cycle • Starts with assessment of individual performance and needs • Planning of the teaching task • Implementation of the plan • Evaluation of student performance • Modification of the assessment © Witzel, 2009

  4. Differentiated Instructional to Meet Learning Differences • Teaching needs to be adapted to the needs of the students • Do not teach to the middle, the lowest, or the highest. Teach to the needs of each student. • Recognize the strengths of students and work with them rather than around them © Witzel, 2009

  5. Provide Support • Levine in a Mind at a Time (2002), in cooperation with the Schwab foundation, wrote that we need to help children recognize there is nothing wrong with thinking differently. • Ways parents can help • Know thy child • Respond to gaps • Foster strengths, knacks, talents, and interests • Support education daily • Maintain and intellectual life at home • Foster optimism and a positive view of the future © Witzel, 2009

  6. Types of differentiated instruction Psychological processing (perception, memory and attention) informs why we differentiate but is not a type of instruction • Cognitive strategies • Direct instruction and mastery learning • Special teaching techniques • Psychotherapeutic teaching © Witzel, 2009

  7. Differentiated environment • Difficulty level • Space • Time • Language • Interpersonal relationship © Witzel, 2009

  8. Instructional options • Accommodations v modifications • Increasing attention and academic engagement • Peer tutoring and reciprocal teaching • Explicit instruction • Active learning • Scaffolded instruction © Witzel, 2009

  9. Distinguishing Modifications and Accommodations • The term “modification” is occasionally used interchangeably with the term “accommodation” (Hollenbeck, Tindal, & Almond, 1998). • They are actually very different in concept and purpose • A modification is considered a change in the content of the test, whereas an accommodation is considered a change in the way a test is administered. © Witzel, 2009

  10. Potential accommodations • Extra wait time • Procedures clarification • Minimize classroom distractions • Homework reminders and planners • Weekly progress report and home checks • Increased 1:1 assistance • Peer tutoring or reciprocal teaching • Homework from previous week • Classroom signals for attention • Visual organizer • Scribe or notetaker • Guided notes • Shortened assignments • “Chunked” lesson of brief assessed activities throughout a lesson • Frequent praise to teach proper academic and social behaviors Any more???? © Witzel, 2009

  11. Potential modifications • Altered grading procedures • Alternate but related standard during lesson • Different reading assignments • Different questions • Alternate assessment content and / or expectations • Elimination of parts of assignments if they remove a standard • Calculator during math fluency assignment © Witzel, 2009

  12. Connected Teaching Steps Best Practices consistent in math research literature: • Advance Organizer • Model • Guided Practice • Independent Practice • Feedback • Maintenance and Generalization Observe these steps in http://etv.jmu.edu/mathvids/ © Witzel, 2009

  13. Let’s try some examples • First some modeling “I do it” • Then well work together on some “We do it” • Then you try some on your own “You do it” PA DOE on modeling http://video.search.yahoo.com/search/video?p=explicit+instruction List all of the explicit instruction principles from: -6th grade math http://video.search.yahoo.com/search/video;_ylt=A2KLqIGIcSlPnncAQVr7w8QF;_ylu=X3oDMTBncGdyMzQ0BHNlYwNzZWFyY2gEdnRpZAM-?p=explicit+instruction+granite+school+district&ei=utf-8&n=21&tnr=21 -elementary with Anita Archer http://video.search.yahoo.com/search/video;_ylt=A2KLqII.bilPUB0AoD77w8QF;_ylu=X3oDMTBncGdyMzQ0BHNlYwNzZWFyY2gEdnRpZAM-?p=explicit+instruction+anita+archer&ei=utf-8&n=21&tnr=21 © Witzel, 2012

  14. Models of Information Transfer Cecil Mercer • “I do it” • “We do it” • “You do it” Matt McGue The 5 steps to Apprenticeship • “I do, you watch, we talk” • “I do, you help, we talk” • “You do, I help, we talk” • “You do, I watch, we talk” • “You do, someone else watches” © Witzel, 2009

  15. “I do it” “We do it” “You do it” • What are the explicit steps to: • Changing floors using an elevator • Checking out at a grocery store • Greeting a new neighbor • Confronting your boss with a problem • How does this process apply to your area of education? © Witzel, 2009

  16. Summary • A common complaint of administrators in inclusive settings is that teachers struggle to differentiate instruction. How could this be accomplished? Examples / Ideas? • What instructional options could be employed on a daily basis? © Witzel, 2009

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