Chapter 13 discussion questions

1. Chapter 13 Discussion QuestionsSPED 335 2. Present motivation techniques to help low-achievingstudents in secondary school. List effective extrinsicreinforcers as well as tactics for increasing intrinsicmotivation. Motivation techniques (extrinsic) Time for listening to music on their own Tokens for progress on academics Charting or self-recording of academic accomplishments Allowances at home tied to grades Time to play games or enjoy a recreational activity Opportunity to participate in scheduling academic activities Tangible reinforcers such as restaurant coupons, magazines, and movie tickets Exemption from some homework or assignments Extra time for break or lunch. Intrinsic motivation 1. provide choices in curriculum content and procedures to enhance thestudents view that learning will benefit them. 2. Obtain a commitment to options that the student values and indicates adesire to pursue. 3. Provide feedback that comments on the students progress. 3. Briefly outline the Learning Strategies Curriculum ofthe University of Kansas Center for Research onLearning. There are three strands within the learning strategiescurriculum. They are the acquisition strand, the storage strand, andthe expression and demonstration of CompetenceStrand. Included in these strands are different strategyprograms. For example, within the acquisition strand isthe Word Identification Strategy which teaches studentsa procedure for quickly attacking and decoding unknownwords in reading materials. It allows students to moveon quickly for the purpose of comprehending thepassage. 4. List the eight stages of strategy acquisition andgeneralization developed at the University of KansasCenter for Research on Learning. The stages are: 1. Pretest and Make Commitments 2. Describe the Strategy 3. Model the strategy 4. Verbal Elaboration and Rehearsal 5. Controlled Practice and Feedback 6. Advanced Practice and Feedback 7. Confirm Acquisition and Make Generalization Commitments 8. Generalization 5. Related instructional procedures.To use along with these eight strategies are the instructional procedures that relate to theacquisition and generalization of skills and strategies. 1. The student should be committed to learning the strategy and fully understand thepurpose and benefits. 2. The physical and mental actions covered in the strategy should be fully describedand explained. 3. The student should be taught how to remember the strategy to facilitate theprocess of self-instruction 4. The student should understand the process of learning the strategy and participateand monitor learning. 5. Multiple models of the strategy should be provided, and an appropriate blancebetween the physical and mental activities involved in the strategy should be achieved. 6. The student should be enlisted in the model and become a full participant in guidingthe strategy instructional process. 7. The strategy should be understood fully and memorized before practice in thestrategy is initiated. 8. Practice should begin with controlled guided practice and conclude with advancedindependent practice. 9. A measurement system should provide ongoing information that will demonstrate tothe student and the teacher that the strategy is being learned and used and that thedemands of the setting are being met. 10. Though generalization should be promoted throughout the strategy acquisitionprocess, specific efforts to promote generalization should follow strategy acquisition. 6. Discuss various types of content enhancements thatcan be used effectively with adolescents with learningproblems. Two specific types of enhancements that can be used aredevices and routines. Devices are tools that teacher useto promote learning. Devices can be used to helpstudentsorganize, understand, describe, demonstrate, and recallcontent. They include verbal and visual modes ofpresentation. For example, to describe (or tell astory), the verbal mode could include using currentevents, past events, fictional story, hypotheticalscenario, and personal story. The visual mode mightinclude using film, filmstrip, and video. Routines are instructional procedures that involvestudents in developing, acquiring, and applying thedevice. There are many types of published routines touse. 7. There are seven types of content enhancements: 1. Advance organizers. These help prepare students for lessonstheyll learn in advance. It might include linking the upcoming lessonto a past lesson, new vocabulary, explaining tasks, etc. 2. Visual displays. This is presenting the information in any wayvisually (i.e., graphic organizers, posters, etc.) 3. Study guides. Study guides highlight important information thatwill probably be tested on. 4. Mneumonic devices. These are verbal or pictorial techniques thathelp students remember information (i.e., ESSAY: Elicit, Ask, Study,Yes). 5. Audio recordings (students can listen to lessons or keyinformation). 6. Computer-assisted instruction (Instruction through computers). 7. Peer-mediated instruction. This involves using classmates to helpone another through such things as peer-tutoring. 8. Discuss alternatives for adapting materials. Include procedures forsimplifying texts.Materials can be adapted through developing parallel curriculum, simplifyingtexts, and using audio texts. This curriculum is written to go alongside theregular curriculum. It presents the content in ways that help the problemlearner organize, practice, and master important information. 1. Provide the student with a highlighted text (this way they automaticallyknow what information is important). 2. Transform words into graphic aids by creating charts, graphs, andmodels. This will especially help the learner who is visual. 3. Use advance organizers to prepare the student for the reading material(includes study guides, questions, outlines, etc.). 4. Reduce the complexity and length of work units to the extent that thelow achiever receives periodic and consistent closure. 5. Provide self-correcting materials. 6. When simplifying texts, concentrate on content, sentence structure, andvocabulary. 7. For the student with limited reading skills, consider using rewritten texts. 9. Provide suggestions for modifications in test formats to improve test performances of students with learning problems. Give frequent, timed minitests so that testing is not a huge, anxietyprovoking situation (I like this one!) Use alternative response forms when existing formats appear to hinderstudent expression (true/false, multiple choice, short answer, essay, and soon). I also like this because it gives students opportunities to use theirstrengths (some may be really good at writing essays, while others willexcel in multiple choice). Multiple-choice alternatives include using yes-or-no questions, reducing thenumber of choices, providing more information from which to make achoice, and using matching items. Short-asnwer alternatives include providing a list of facts and information touse in the answer, allowing the student to list information or choose fromseveral prepared short answers, using the cloze technique in preparedparagraphs, and scrambling information to be arranged. Essay alternatives include providing a partial outline for the student tocomplete, allowing the student to tape asnwers, noting important points tobe included in the response, and using take home tests. One instructor I hadgave us our essay questions in advance so that we couldresearch, memorize, and come back to class with what we had memorized. Tests can be modified by providing a tape of the test items as well instead ofreading and written work. 10. Present activities for teaching time management and for developing self-management. Give the student a 5-day schedule of after-school time and ask thestudent to schedule their activities during this time Provide the student with a calendar to assist in scheduling daily orweekly activities. Encourage the student to include flexibility time in the schedule. Showthe student how to rearrange time for important things. Either provide assignments or have the student list at least four schoolassignments and estimate how long it will take. Record the actualamount of time so that the student knows how much time to allotcertain activities. Have the student list and prioritize school assignments in order ofdates to be completed and such. Encourage the student to work in an environments conducive tostudying. 11. Self Management Make sure that the student understands specificbehavior expectations regarding assignments and classroutines Help the student set goals and timelines regardingschoolwork Focus on cause and effect relationships of doing or notdoing assignemnts Provide the student with a self-monitoring chart tomonitor a target behavior. Have the student record acheck mark each time the behavior is displayed. 12. List activities related to acquisition study skills. Include activities for developing reading and note- taking skills and present sequential study methods for students with learning problems. Teach students how to use an outline format. It may help to fill out partof the outline when giving it to students. Show students headings in a textbook of theirs so they can see how anoutline could be broken down from these. I use this all the time in mycurrent education to emphasize main points. Teach students how to use a coumned format with space dedicated tomajor ideas, concepts, topics; supportive information, details, ideas; andsummary information and questions. Provide several paragraphs and summary and have the student matchthe best summary with the paragraph. Provide passages from the students book and have the student find themain idea, supportive details, and write information as concisely aspossible. 13. Provide activities for developing study-rehearsalskills. Present the mnemonic FIRST as a strategy tocreate mnemonics to recall information. Have the student rehearse from various content formatslike notes, outlines, discussion, and demonstrations. Encourage the student to use verbal rehearsal inreviewing content. Instruct the student to use questioning strategies whenreviewing content 14. FIRST mneumonic strategy FForm a word. For example, to remember parts of anatom, students can form the word PENS(proton, electron, neutron, and shell). Iinsert extra letters to form a mneumonic word. RRearrange the first letters to form a mneumonicword. This is a great way to remember lists and such aslong as they do not need to be in order. Sshape a sentence to form a mneumonic. The one Iveheard a lot is the order of operation steps for math(Please Excuse My Dear Aunt Sally - Parentheses, Exponents, Multiplication, Division, Addition, Subtraction). 15. Present the SCORER system. S Schedule your time. Spend more time on longer, more difficultsections C Look for clue words (especially on true/false questions- wordslike never, always, etc.). OOmit difficult questions. Postpone them til later to go back to sothat you do not spend too long on that question and not finish therest of the test. Mark them to come back to. R Read carefully. Read directions and all questions carefully sothat you do not make needless mistakes E Estimate your answers. This is especially helpful with math. Ifyou estimate the answer beforehand you can eliminate outrageousanswers. RReview your work. Go back through and make sure you haveevery question answered (if not penalized for incorrect answers) . 16. PIRATES test-taking strategy Pprepare to succeed. Put your name on the test.Prioritize sections according to time IInspect the directions. Read instructions and highlightimportant details if necessary RRead, Remember, and Reduce. Read the wholequestion (very important), remember what you havestudied, and reduce the alternatives AAnswer or Abandon questions TTurn back. Go back and answer abandoned items E Estimate unkown answers SSurvey to make sure all items are answered. Changeanswers if you have a GOOD reason to.