Chapter+2+(SPED+420+Notes)

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__**Chapter #2**__ __**Question #1**__  The teachers are looking at prior knowledge or students in the beginning. At the end of the lesson they are having the students make a prediction of what might happen next. The teachers want students think about what may come in the future. What they think will happen, in their own words, how do they see the situation evolving type of question. __**Question #2**__ Having students sit in pods is something that I enjoyed. I think the buddy system is one that would work well in a lower level age category. Students can buddy up when check assignment notebooks, or reviewing a math problem they were asked to silently working out during a lesson. In the pod format it would be easy to put a struggling student with students that are fine the general education setting to help them to understand or repeat something they may have missed. I think when setting up pods it is important to keep in mind if the students can see the classroom, who needs to sit in the pods closer to the front, and any other situations you may need to look at. At the beginning of the year I think rows would be best until you have established your boundaries as a teacher and to see what students work together best, and what students need to be seated closer to the board for their best learning convenience. When using pods and you will be testing it is easy for the students to pull the desk back a few feet so they are far enough away to not be able to cheat, but easily put back in place at the end of testing. **__Question #3__** Daily schedules are color coded so it easy for the students to understand and know what is coming next so they can prepare. Students know what is allowed and what is not allowed in the classroom, students have a reward system that helps control students behaviors and problem situations. Students are responsible for their charts because it all depends on how they control themselves. throughout the day. Motivation monitor is a great way to reminder a teacher and student to check and see if others are on task and doing what is needed to be done. Giving a student a timer also helps them to know how much longer a task will last and how much time they have to finish so they still need to stay on task. Students have reinforcers by getting a prize for doing well in the classroom. __**Question #4**__ Morning routine gets students in the swing of school for the day. Morning routine prepares students for the day ahead and gets them in the school mode. Morning routines give students responsibility for their own stuff and if it gets lost or misplaced it is no ones fault but their own. Students need to know what is expected right when they come into the classroom and morning routine is a good way to get students going in the morning. __**Question #5**__ When the morning routine is displayed for students they know exactly what to do when they come into the classroom. I find this very beneficial because students know what needs to be done and are ready when the teacher is ready for the class to begin with their daily lessons. This routine keeps the students and teachers organized. The students also have a responsibility each morning to start their day. __**Self Correcting #1**__ : 
 * Chapter #2 Outline: [[file:Zoss_Chapter #2 Outline.docx]] **

__**Self Correcting #2 Video: Book Version:**__

=media type="file" key="Self Correcting Device.wmv" width="210" height="210" = = **__ ­­­­­­­­­­­­­ __** Large <span style="color: #1178ab; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Group Instruction = <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) =<span style="color: #7f19a9; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Guidelines for Large Group Instruction = <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">If the teacher uses effective presentation strategies such as demonstration, modeling, and guided practice and supplements them with cooperative learning, small group instruction, follow-up direct instruction, or engaging seatwork activities, large group instruction can be effective for teaching academics and social skills to students with diverse needs.
 * <span style="color: #3333cc; font-family: 'Comic Sans MS',cursive; font-size: 90%;">In a response to intervention (RTI) framework, much of the Tier I instruction is provided in a large-group format.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> Advantages:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">It is time-efficient. (instruction the whole group together at once)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> Students are prepared for lecture-type of instruction in postsecondary and secondary settings.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">General and special educators who co-teach may share the responsibilities of teaching the large group.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Disadvantages:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">It does not allow for the teacher to deal easily with the diverse abilities and skills levels.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> Questions may go unanswered.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> Distracted students may remain off-task.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Students who need more intensive instruction may fail to receive it.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">For high-ability <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> students, large-group instruction frequently moves too slowly.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">For low-ability <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">students, it usually moves too quickly <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">.
 * Behavioral problems <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">are likely to result because of boredom or frustration <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> Keep instruction short
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Use questions to involve students in the lesson
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Use lecture-pause routines
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">RAP Procedure
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Encourage active participation among lower performing students while maintaining the involvement of higher achieving students.
 * Use visual aids <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">to promote understanding of lecture material.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Maintain a lively pace <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Determine the rules for behavior during presentation.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Determine the rules for behavior during discussions.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">If students misbehave, praise students who follow the rules.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Use flexible grouping.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Important aspect of //RTI Tier 2 Instruction//
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> Use participation buddies <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">to promote student involvement.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Use response cards <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">to promote participation.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Use Ask, Pause, and Call <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Use signals to avoid surprise call-ons.

<span style="color: #333399; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14.4px; text-align: center;">Small Group Instruction <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) =<span style="color: #3ebc10; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Guidelines for Small Group Instruction = <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Pa
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Typically consists of 3-7 students
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Especially recommended for students with learning problems
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Tier 2 instruction in an RTI model
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Attempt to group students who have similar instructional needs in a specific academic area.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Advantages:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Students are able to participate more during instruction <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Teachers are able to provide more instruction, praise, feedback <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Students are able to progress at their own rates <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Small-group instruction typically is less boring <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> Teachers using small-group instruction are able to monitor the progress of students <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">better and make teaching modifications.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Small-group instruction provides students with language differences with a more comfortable setting for participating and asking for clarification.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> The small-group arrangement is especially important <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">for students with learning and behavioral problems.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> A small-group follow-up can be helpful to students who do not learn sufficiently during large-group teacher presentations.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Small-group instruction may have an advantage over one-on-one instruction because a student with learning problems, may, through observation, learn a skill that is being taught to another group member.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> Small group settings provide the opportunity to increase the intensity of intervention for students who have moved to Tier 2 in an RTI model
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Disadvantages:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Students are required to do more seatwork <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Teachers must do more planning <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Teachers must organize more instructional variables ( <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">such as grouping students, managing transitions, monitoring seatwork activities for students when they are not in their small group.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Teachers must provide more instruction <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">in the respective academic or content area.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Teachers must provide more instruction <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">in the respective academic or content area.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> Establish rules for small-group instruction.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Make the groups as homogeneous (alike) as possible.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Maintain flexible groupings.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> Locate the small group in an area that allows the teacher to scan the entire class.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Place the students in a semicircle so that their shoulders align with the shoulders of the students beside them.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Use motivation activities during small-group work

<span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">ige C. Pullen (2011) =<span style="color: #f97e06; font-family: 'Comic Sans MS',cursive; font-size: 90%;">One Student With Teacher = <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;"> Used to help student with learning problems learn a new skill
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Appropriate for students who are learning skills that are different from rest of the class
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Can be used to intensify interventions in Tier 2 or Tier 3 of RTI framework
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">Can be used spontaneously with group methods of instruction
 * 3-5 minutes <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">is just the amount of time needed to help a student understand a concept, receive correct feedback, understand directions, and feel motivated to continue working.

<span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">**__Self-Correcting Materials__** Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;">Examples of Feedback Devices
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;">__Flap__: Made of any flexible material. Students can bend the flap up or to the side to reveal the answer to the question or problem.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;">__Windows__: Small windows cut into material to show the correct answer. There can be more than one window on a page.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;">__Stylus__: Using a stylus with a certain stimulus card to provide feedback.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;">__Matching Cards__: Set of card that are prepared with the problem or question on one and the answer on another card.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;">Answer on Back: A problem is presented on one side of a stimulus card, and the answer is placed on the other side.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;">Tab: A ta is pulled from a pocket in the learning material to reveal an answer or answers.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;"> Pocket: Staple envelopes to the back of the learning material. Pockets usually hold some type of answer key, pockets can be coded to give feedback.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;">Holes: Problems are written on one side of a card or sheet, and a hole is punched beside or underneath each item.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;">Clips: Responses are made by clipping clothespins to the edge of the segments.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;">Strips on Folder: Strips are cut in one side of a manila folder and worksheets containing problems and answers are inside so they can only see the problems. When they want to reveal the answers they pull the sheet up so the answers can be seen in the cut out strip.

<span style="color: #dbd862; font-family: 'Comic Sans MS',cursive; font-size: 110%;">__**Instructional Games**__ Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;">Simple Board Game: Manila envelopes make a good board game because they are sturdy and convenient, laminating them will make them last longer. It is easy to modify games for students individual learning needs.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 13.3333px;">Mystery Detective: A game that asks many different types of questions and keep the game going a a fast pace. Students need to make connections to figure out the answers.

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