ACCOMMODATIONS INVOLVING INTERACTIVE INSTRUCTION The task of gaining students’ attention and engaging them for a period of time requires many teaching and managing skills. Teaching and interactions should provide successful learning experiences for each student. Some accommodations to enhance successful interactive instructional activities are: 1.Use explicit teaching procedures. Many commercial materials do not cue teachers to use explicit teaching procedures; thus, the teacher often must adapt a material to include these procedures. Teachers can include explicit teaching steps within their lessons (i.e., present an advanced organizer, demonstrate the skill, provide guided practice, offer corrective feedback, set up independent practice, monitor practice, and review). 2.Repeat directions. Students who have difficulty following directions are often helped by asking them to repeat the directions in their own words. The student can repeat the directions to a peer when the teacher is unavailable. The following suggestions can help students understand directions: (a) if directions contain several steps, break down the directions into subsets; (b) simplify directions by presenting only one portion at a time and by writing each portion on the chalkboard as well as stating it orally; and (c) when using written directions, be sure that students are able to read and understand the words as well as comprehend the meaning of sentences.3.Maintain daily routines. Many students with learning problems need the structure of daily routines to know and do what is expected.4.Provide a copy of lecture notes. The teacher can give a copy of lecture notes to students who have difficulty taking notes during presentations.5.Provide students with a graphic organizer. An outline, chart, or blank web can be given to students to fill in during presentations. This helps students listen for key information and see the relationships among concepts and related information.6.Use step-by-step instruction. New or difficult information can be presented in small sequential steps. This helps learners with limited prior knowledge who need explicit or part-to-whole instruction.7.Simultaneously combine verbal and visual information. Verbal information can be provided with visual displays (e.g., on an overhead or handout).8.Write key points or words on the chalkboard. Prior to a presentation, the teacher can write new vocabulary words and key points on the chalkboard or overhead.9.Use balanced presentations and activities. An effort should be made to balance oral presentations with visual information and participatory activities. Also, there should be a balance between large group, small group, and individual activities.10.Use mnemonic instruction. Mnemonic devices can be used to help students remember key information or steps in a learning strategy. (An example of mnemonic instruction is using the word HOMES to remember the names of the Great Lakes. H is for Lake Huron, O is for Lake Ontario, M is for Lake Michigan, E is for Lake Erie, and S is for Lake Superior.)11.Emphasize daily Review. Daily review of previous learning or lessons can help students connect new information with prior knowledge.
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نشرت فى 6 أغسطس 2013
بواسطة hany2012
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