EDUCATION AND SKILL DEVELOPMENT FOR EAs

INTRODUCTION TO

INSTRUCTIONAL STRATEGIES

FALL 2010

Printed 2010

The development of this curriculum package was completed by Sue Altman, Education Consultant with support from SSEAC. It is part of an educational initiative developed in 2010 by SSEAC and offered to Education Assistants in BC. All materials in this package are the property of SSEAC.

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Introduction to Instructional Strategies (15 hours): Session Outlines

This learning option will explore exemplary teaching and learning strategies for the classroom. Participants will examine understanding student needs, adapted and modified curriculum, and the model of differentiated instruction.

This learning option is designed for delivery over five sessions. Each session can be delivered in 3 hours. There are many opportunities for participants to actively engage in their learning with in class activities as well as activities for participants to take away and try in their classroom. This approach is in keeping with Best Practices for Professional Development (see Appendix B in the Handbook for Instructors). As the instructor you should schedule breaks at appropriate times in the session.

A district may decide to deliver the sessions over a different time frame. In this case, consider the most appropriate way for participants to complete the applied and follow-up activities, so that the principles of quality professional development are maintained.

All learning options in the SSEAC Education and Skills Development for Education Assistants Initiative have been developed using a Backward Planning Design adapted from the work of Grant Wiggins and Jay McTighe. Please see the next page for an overview of the curriculum design for Introduction to Instructional Strategies.

General Resources/Supplies Required:

  • Laptop / LCD projector / screen
  • Black board / chalk or whiteboard / non-toxic markers
  • Felt pens
  • Flip chart paper and painter’s tape
  • Name tag / badges or tent cards
  • DVD: Richard Lavoie -How Difficult Can This Be?

Introduction to Instructional Strategies (15 hours)
This learning option will explore exemplary teaching and learning strategies for the classroom. Participants will examine understanding student needs, adapted and modified curriculum, and the model of differentiated instruction.
Desired Results for Participants / Acceptable Evidence / Learning Experiences and Instruction
To explore effective classroom instructional strategies. / Using a think/pair/share strategy, summarize knowledge of effective instructional strategies. / Brainstorm effective classroom strategies. Categorize and complete gallery walk activity. Discuss and table share.
To explain and compare the principles of UDL and differentiated instruction. / In small groups, use a Venn diagram to explain these concepts. / Explain and discuss concepts of DI and UDL.
To understand learning differences and learning styles as they relate to instructional strategies. / In small groups, describe a lesson presented to accommodate three different learning styles. / View “Fat City” video and review note taking format in small groups. Complete learning styles questionnaire and discuss. Relate to the concept of multiple intelligences. Explore the range of learning differences and how these might be reflected in an IEP.
To recognize the importance of strategies to enhance student learning. / Create and share examples of learning strategies for students at two different grade levels. / Introduce the SMART strategy. Record the definition of learning strategies and the steps for teaching on an Idea diagram. Share student strategy examples through a mapping and chunking activity. Review other strategies and practice.
Desired Results for Participants / Acceptable Evidence / Learning Experiences and Instruction
To clearly define the differences between adapted and modified programs. / Complete a two column note format that shows definitions and examples of adaptations and modifications. / Complete a KWL activity and a compare/contrast matrix on the definitions of adapting and modifying. Jigsaw activity on the Ministry document.
To recognize the key elements of an adapted and a modified activity. / Given two case studies, outline suggestions for adapting and/or modifying learning activities for these students. / Group activity on what and how to adapt elements of a student’s program. Read “Nine Types” and complete previous knowledge/new knowledge sheet. Discuss modified programs and what they might look like. Explore issues on this topic.

Summative Assessment: Describe a student who has significant learning differences and choose a piece of curriculum at his/her grade level. Describe in detail how you would collaborate with the teacher to differentiate learning activities for this student.

Introduction to Instructional Strategies: Session 1

Required Teaching Resources:

  • Tent cards or card stock
  • Felt pens or similar
  • PowerPoint for Session 1
  • Participant handouts:
  1. Overview for Participants
  2. PowerPoint Handout
  3. Summative Assessment and Rubric

Introduction

Provide an introduction to the EA Education and Skills initiative. Specifically, review the items in the Overview for Participants. It will be important to emphasize the requirements for a certificate of completion, the requisite knowledge necessary for this course and the rubric for the summative assessment which can be handed in at the last session or within one week after the last session. In addition there is a handout provided by the post secondary institutions that provides information for those EAs who may be interested in enhancing their credentials through their programs.

PowerPoint Slide #1

Name Tag Activity:

  • Students complete name tags.
  • Share with someone they don’t know very well.
  • Introduce partner in a group of four.
  • Class share:

Introduce one member of the group and share one interesting thing learned about them.

Brainstorm Activity:

  • Discuss the rules of brainstorming (no judgments; get out as many ideas as possible and build on others’ ideas).
  • In groups of four, participants brainstorm and list as many effective instructional strategies that they can think of.
  • Groups should then find ways to categorize these strategies, put onto flip chart paper and post around the room.
  • Complete a gallery walk (groups circulate to review each post chart - students add missing items to their own notes).
  • Discuss.

PowerPoint Slides #2, #3

Key points: Focus discussion on the role of the EA in implementing or assisting with the strategies in Slide#2 and how they could compensate if practices in Slide #3 are in place in their classroom.

PowerPoint Slide #4

Discuss: What do these principles mean and how have you seen them implemented?

PowerPoint Slides #5, #6, #7

Table Share Activity:

  • How would you use these strategies as an EA?
  • What are the most important ones in your current role and why are they so significant?
  • Reach consensus on the three most important strategies and share with the whole group, giving a rationale for your choices.

PowerPoint Slide #8

Discuss: What implications does this information have in thinking about effective instructional strategies?

PowerPoint Slide #9

Think/Pair/Share Activity:

  • Think about what you now know about effective instructional strategies. Is this different from what you knew before?
  • Share with table partner.
  • Share and discuss with whole group.

Follow-Up Activity for Session 2

Observe in your classrooms or recall an experience from a classroom and bring back examples of effective instructional strategies.

Introduction to Instructional Strategies: Session 2

Required Teaching Resources:

  • PowerPoint for Session 2
  • DVD: Richard Lavoie - How Difficult Can This Be?
  • Participant handouts:
  1. PowerPoint Handout
  2. Note taking format for Lavoie DVD

Review:Discussions from Session 1. Share observations from follow-up activity.

PowerPoint Slides #1 - #9

Discuss: The concept of Universal Design for Learning.

Activity: Have participantslist characteristics of a UDL model and discuss with a partner.

PowerPoint Slides #10 - #32

Discuss:The concept of Differentiated Instruction.

Activity: Have participantslist characteristics and discuss with a different partner.

Venn Diagram Activity:

  • Introductory Activity:
  1. Participants work independently. Ask them to draw a circle and fill the inside with words or short phrases about themselves.
  2. Have participants partner-up.
  3. Create a Venn diagram (draw an example on the board or chart). Participants explore their similarities and differences, placing the information on the diagram.
  4. Pairs squared: Participants find another pair and discuss what they’ve learned about their partner and the Venn diagram process.
  • In a new group of four, have participants create a Venn diagram on UDL and Differentiated Instruction.

DVD: Richard Lavoie -How Difficult Can This Be?

  • Before Viewing: Ask participants to use the two column note taking format for the DVD, How Difficult Can This Be?
  • After Viewing:In small groups, have participants reach consensus on what they feel are the three key ideas in this DVD. Share/discuss with the whole group. Discuss how the note taking format worked for them and how it might work for their students.

Follow-Up Activity and Preparation for Session 3

Find an article or an item from the Internet that describes what it is like for someone who has a learning disability.

Introduction to Instructional Strategies: Session 3

Required Teaching Resources:

  • PowerPoint for Session 3
  • Participant handouts:
  1. PowerPoint Handout
  2. Learning Styles Questionnaire
  3. Suggested Aids for Learning Modalities
  4. Intelligences as Dispositions
  5. Multiple Intelligences Indicator

Review: Discussions from Session 2 and complete discussion of Fat City DVD. Share items found about people with learning disabilities (follow-up activity from Session 2).

Brainstorm Activity:

  • In small groups, brainstorm all of the characteristics that might contribute to a student being identified as learning disabled. Discuss as a class.

PowerPoint Slide #1

Discuss:What each of these characteristics means and how they would have an effect on classroom performance.

PowerPoint Slide #2

Key points: Talk about the three areas that could cause a “breakdown” for a student with a learning disability. Ask for specific academic difficulties that a student would face if experiencing a breakdown in each of these areas.

Activity: Complete learning styles questionnaire.

  • See how many different learning styles are in the class and discuss if any are dominant.
  • Have participants write a response log: How did my learning style affect me as a learner?

Activity: Discuss the concept of multiple intelligences. Using the handout “Intelligences as Dispositions”, have participants work with a partner and come up with an example of what they would do for a student who has a particular strength in each of these eight areas. Record their responses.

  • Chart the examples during a full class discussion.

Activity: Participants complete the multiple intelligences survey.

  • Score and chart the results.
  • Add to your response log: What did you learn from these results? How different was this from results of the learning styles questionnaire?
  • In groups of three or four, discuss the results of the above activities. What did you learn? How do you think this information impacts you as an EA? How have you noticed these traits in students with whom you work?

Final Activity: Divide the class into four groups. Each group should think of a lesson and then decide how it could be presented to accommodate three different learning styles. Share with whole group.

Follow-up Suggestion: Use one of the questionnaires with a student you are working with. Discuss with the teacher how class activities might be adjusted to accommodate these results.

Follow-Up Activity and Preparation for Session 4

Participants should bring an example of a learning strategy and a reference to a website that includes interesting strategies. They should also bring a textbook from any grade or classroom.

Introduction to Instructional Strategies: Session 4

Required Teaching Resources:

  • PowerPoint for Session 4
  • Participant handouts:
  1. PowerPoint Handout
  2. Idea Diagram
  3. Mock Test
  4. Semantic Mapping
  5. SQ3R

Review: Discuss follow-up activity from Session 3.

Brainstorm Activity:

  • What do you know about learning strategies?

PowerPoint Slide #1 :SMART

Discussion Questions:

  • What is a mnemonic device?
  • Why would this be a good mnemonic strategy to use with students?
  • Share a situation where you would use this strategy.

Idea Diagram Activity:

  • Topic: Learning strategies
  • Define (individual or partner activity) learning strategies in the introduction section.
  • Fill in sub topics with ideas on how to teach learning strategies.

PowerPoint Slides #2- #4

Activity:Participants add to their idea diagrams.

Activity:In groups of six or more, share strategies brought by participants. Place the strategies in a mapping format (see handout) or categorize them in some other visual format. Share with whole group.

Organizational and Study Strategies:

  1. Test Taking Strategies

Give out mock test and with no instructions. Tell participants:“This is a quiz – no talking please.” Give them about 5 minutes and then stop. Talk about how participants approached the test, e.g. did they notice the last question has the most points? Did they ask about time? Did they get stuck on a hard question like the square root question and spend too much time there?

PowerPoint Slide # 5: SCORER

Discuss: Go over the steps in the SCORER strategy. Discuss the use/value of this strategy

  1. Note Taking and Organizing Information

PowerPoint Slide #6: Graphic Task Charts

PowerPoint Slide #7: Three Column Note Format

PowerPoint Slide #8:Main Ideas and Details

PowerPoint Slide #9:Idea Diagram

Key Points:These slides represent a variety of ways that students can be taught to take notes and organize information. Emphasize that different students may like different formats and sometimes may prefer to develop their own.

  1. Studying/Memorizing Information

PowerPoint Slide #10: Study Sheets

  • Highlighting
  • Rehearsal
  • Mnemonics

Discuss:How all of the above strategies could be used for studying and memorizing information.

  1. Organizational Skills

PowerPoint Slide #11: Discuss why most students need some type of “To Do” list or agenda book.

PowerPoint Slide #12: Cartoon. Most students with learning difficulties do not understand timelines and deadlines.

Discuss: How can EAs help with this issue?

SQ3R StrategyActivity:

With a partner, participants look at one of the textbooks brought to class and choose a short chapter. Working together, partners practice using the SQ3R strategy (15 minutes). Discuss as a whole class how this strategy worked and how they might use this as an EA.

Final Activity:

In groups of three or four, create your own learning strategy - one for a student in a primary grade and one for a student in secondary.

Follow-Up Activity and Preparation for Session 5

Use a learning strategy on one of your students this week (if school is not in session, substitute a person who struggles with learning) and be prepared to discuss the outcome.

Introduction to Instructional Strategies: Session 5

Required Teaching Resources:

  • PowerPoint for Session 5
  • Participant handouts:
  1. PowerPoint Handout
  2. Ministry Guide to Adaptations and Modifications
  3. Building on Previous Knowledge
  4. Nine Types of Curriculum Adaptations
  5. Howe Sound Adapting and Modifying Sheet
  6. Key Resources

PowerPoint Slide #1: KWL

Activity: Create a KWL sheet and fill in the first 2 columns as they pertain to the topic of adaptations and modifications.

PowerPoint Slides #3- #6

Review:and discuss

Reciprocal Teaching Activity:

Participants work with a partner. Using the Ministry Handout, one person takes pages 1 and 2 and the other, pages 3 and 4. Participants read those pages to themselves and then teach the content to each other.Review the last page together. Mention the value of reciprocal teaching.

PowerPoint Slide #7

Activity: Participants fill in a compare/contrast diagram as shown. Discuss with whole group. As a whole group, discuss how decisions are made about adapting vs. modifying. Who makes these decisions? Why are they important?

Previous knowledge/New KnowledgeActivity:

Topic: What and how can we adapt?

In small groups, on the previous knowledge/new knowledge handout (PowerPoint Slide #9), complete the column “previous knowledge”as it applies to the above topic.

Once completed, look at the Howe Sound handout and the Nine Types of Curriculum Adaptations handout (PowerPoint Slide #8) and then complete the “new knowledge” column.

PowerPoint Slides #10 - #25

Review:and discuss. Take particular time to discuss PowerPoint Slide #25 and the issues that exist regarding modified programs. Elicit opinions/responses from the group.

PowerPoint Slide #26

Discuss: The issue of fairness as it relates to adaptations for students. Many teachers and even students think extra time, as an example, is not “fair” to other students. This quote states that fairness means that everyone gets what they need (like a pair of glasses). They do not necessarily all get the same thing.

Show 2 case studies on PowerPoint Slide #27. In small groups, participants outline suggestions for adapting and/or modifying curriculum for each student. Share as a whole group.

Review with PowerPoint Slide #28and finish with quote on PowerPoint Slide #29.

Give participants the Key Resources handout. This handout indicates further resources available on the topics discussed in this course.

Review: Requirements for summative assessment (attached and also in handouts for Session 1). Students can turn in if complete or submit within one week. Give information about where and how to submit the assessment and have students include a self-addressed, stamped envelope so the assessment can be returned for them to keep in their portfolios. Remind students this assessment is a requirement for a certificate of completion.

Distribute the evaluation form for the SSEAC Education Assistant initiative. Please forward to the HR administrator in your district.

Summative Activity

Introduction to Instructional Strategies