Supporting the Instructional Process Instructional Assistant Training.

Supporting the

Instructional Process

Instructional Assistant Training

Agenda• Identify instructional concepts (cues/prompting,

modeling, shaping, wait time, intrinsic/ extrinsic reinforcers, and fading)

• Apply these instructional concepts to scenarios as strategies to teach independence

• Identify and apply factors that promote learning under the direction of the partner teacher(s)

• Recognize the different stages of learning and utilize suggested instructional strategies at each stage

PD Opportunities

3rd Quarter- February 26th

• Behavior Improvement Strategies

4th Quarter- April 8th

• TBD based upon participant evaluations and feedback

Instructional strategies/ Concepts

Activity• You will work in your groups.

• Groups will match the BLUE concept with the GREEN definition, and two YELLOW Scenarios.

Concept 1: Cues/ Prompting

• Verbal or nonverbal signals that indicate what action is necessary (use from least to most intrusive cues/ prompts)o Draw attention to the natural cues/prompts in

some wayo Ask a question about necessary actiono Give an optiono Tell the student what action to takeo Physically guide the student through the

process

Cues/ Prompting Scenarios

Concept 2: Modeling• To demonstrate a behavior or

completion of task for the learner

o Point out someone who is doing the behavior correctly

o Demonstrate the action that needs to be taken

Modeling Scenarios

Concept 3: Shaping• To teach a behavior or task by

providing cues, models and consequences for steps demonstrated gradually until the final behavior or task is learnedo Break the task/ behavior into small stepso Model stepso Have student complete initial or final step of the

task that has been broken down into smaller steps and modeled for the student

o Gradually add steps for the student to complete

Shaping Scenarios

Concept 4: Wait Time• The amount of time given to the

student to respond to a question or complete a task

o After questioning/ modeling allowing adequate time for the student to respond before providing further cues or prompts

Wait Time Scenarios

Concept 5: Fading• A gradual reduction of cues,

prompts, and extrinsic reinforcers as the student demonstrates desired behavior or task

Fading Scenarios

Concept 6: Intrinsic Reinforcers

• Reinforcers that occur naturally; student’s personal interests and motivationso Draw attention to the natural consequences of

performing the behavior/ tasko Ask a question about what natural

consequences result from performing the behavior

o Pair the intrinsic reinforcer with an extrinsic reinforcer

Intrinsic Scenarios

Concept 7: Extrinsic Reinforcers

• Reinforcers that are contrived (not naturally occurring) and are intentionally provided to increase the behavior or to ensure task completiono Reward systemso First/ Then (behavior or task followed by

desired activity)

Extrinsic Scenarios

Factors that Promote Learning

Factor 1: Using effective classroom management

• Frequent monitoring of activities by teacher and paraeducator

• Establishing and teaching routine activities through demonstration, modeling, guided practice, independent practice, and generalization procedures (e.g. transitions, exchanging papers, gathering materials, leaving the classroom)

• Teacher and paraeducator engaging in frequent positive and supportive interactions

• Reinforcing student accomplishments

Factor 2: Using direct systematic teaching

• Demonstration

• Guided practice with prompts

• Feedback

Factor 3: Focusing on time for learning

• Ensuring that students are actively engaged in learning activities for longer periods of time or increasing their time on task

Factor 4: Providing opportunities for success

• Once an instructional strategy has been effective in teaching a skill, allowing for repetitive correct responses builds fluency and competence.

Factor 5: Establishing goals and expectations

• Having a specific goal with mastery criteria provides a rationale for academic tasks. Achievement improves when students are expected to succeed.

Factor 6: Monitoring progress and giving feedback

• Frequently checking on students’ progress

• Adapting instruction to ensure that an appropriate instructional match is being maintained

Factor 7: Providing positive and supportive learning

environments• Emphasizing the positive events in

the classroom rather than the negative ones

• Voicing the belief that all children can learn

• Reinforcing productivity• Developing instructional plans that

consider the needs and characteristics of the students

Factor 8: Teaching students to generalize learning

• Teaching students how to use learning strategies and then give them practice utilizing them across subjects.

• Utilizing attributional retraining which centers on teaching students to see that success is due to their own efforts and not ease of task or luck.

• Focusing on metacognitive training that teaches the students to self-evaluate and self-monitor how they solve or complete a task

Group Discussion• You will be assigned 1 or 2 Factors

that Promote Learning.

• Discuss what role you have played when implementing that factor.

• List concrete strategies and examples that support the factor.

Activity• In groups of 3 or 4, discuss the

provided scenario.

• Determine what factors of learning are being demonstrated.