fies bart b for homework special edcaition

ABE2000
timer Asked: Nov 7th, 2018

Question Description

B- this is FEEDBACK for the pro for part B , ALL the files foe this part and the answore i upload

Feedback

Please revise and resubmit this assignment. Your score sheet is attached.

You did a good job providing an overview of Solomon's strengths and weakness.

Please make the following changes

  • In the Student information and Functioning section identify 3 deficits (you currently identified 1)
  • In the Executive Function Deficit Analysis section, analysis all three deficits. You analyzed one correctly. Please use the same format to analyze the other two.
  • In the Intervention section, state an intervention for deficit and directly state the principle of effective instruction that applies.

Please resubmit this paper at your earliest convenience. Feel free to contact me if you have questions.

I will grade your paper again once I receive your revision.

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Executive Function Assignment 15 Points Directions. ➢ Examine the Needs Summary (Part B) of your Data Driven Instruction (DDI) Project ➢ Using the Jericho School District Executive Functioning Handbook posted on D2L, identify 3 specific executive functioning deficits for you student, connect the deficit to a common learning challenge presented in class, identify an intervention for each deficit, and explain why the intervention is likely to be effective based on a principle of effective instruction. A more detailed description of the assignment is listed below ➢ Executive functioning involves many of the cognitive processes with which students with disabilities struggle. It impacts an individual’s ability to plan, organize, problem solve and manage time ➢ Jericho School District has compiled a handbook on executive functioning to help teachers working on these skills. This handbook provides an overview of different executive functioning skills, and how they present in an educational setting. The handbook is divided into elementary, middle and high school settings. Take time to review this handbook. ➢ Examine the Needs Summary (Part B) you prepared for your DDI project. Identify 3 specific executive functioning deficits for your student. These deficits may be directly stated in your summary or they can be inferred due to the disability type or from behavioral and academic patterns demonstrated by the student. Written Summary ➢ The written summary will include two parts 1. Student information and functioning o Provide a brief overview of your student’s background (grade level, potential disability, areas of need). o Briefly state and describe each executive functioning deficit. 2. Executive Deficit Analysis For each deficit.... o Relate it to a common learning challenge presented in class (e.g., organization, cognition/metacognition, information processing, perception, memory, ...) by explaining how these common learning challenges may contribute to the deficit. • o You may discuss more than one common learning challenge in your description Identify an intervention to address the executive functioning deficit from the handbook o Explain why the intervention is likely to be effective by relating to a Principle of Effective Instruction Executive Functioning Assignment Case Study Executive Functioning Case Study If you are not working directly with a student at this time you can select a student from one of these case studies for your Executive Functioning Case Study Casey: Elementary Level Casey is a girl with who reads two grade levels below her peers. Her difficulty in reading causes her to perform poorly in other academic areas when the instruction is text-based. However, her IQ score is within the normal range. Casey tends to confuse similar letters and words in print and has difficult recalling details in the appropriate order when she reads. Although Casey has difficulty reading, she has strong auditory comprehension skills and tends to understand and remember what she hears. Casey also experiences some difficulty with handwriting. She has difficulty staying within the lines and in the does not form letters correctly or in the appropriate direction. Casey performs above average in math. She recently scored above grade level on her math achievement tests. However, she sometimes experiences difficulty in lining up vertical, multidigit math problems on her paper. Casey is very social and tends to work well with her peers. She also is very kind and empathetic and has a small group of loyal friends. Casey is also very artistic. Her art teacher frequently comments on her creativity and the unique perspective in her drawing. Casey also displays her emotions in her drawings. Recently the art teacher has been noting a sense of frustration within Casey’s artwork. A theme appearing in Casey’s recent work is a butterfly without full wings. When asked about it Casey said it represented the way she felt about school. She is frustrated by not being able to show her full ability. Solomon: Elementary Level Solomon is a boy who has difficulty attending for more than 10 minutes at a time. He begins his work right away but soon becomes distracted. When he is off task, Solomon tends to talk with the children around him, wiggle in his seat, search through his desk, or get out of his seat to sharpen his pencil or visit the teacher’s desk. Solomon’s off task behavior tends to annoy other students in the class. Solomon tends to learn best in highly structured environments. He often needs repetition to master new material. He also tends to complete his work more slowly than other students in the class. Assessment results indicate that Solomon tends to master only the most basic content. Within the classroom he is in the low reading and math group and has substantial difficulty with writing. He uses simple sentences and a small range of vocabulary. Solomon’s teacher also noted difficulty with higher order thinking and self-monitoring. Solomon enjoys physical activities and was recently voted the best kickball player in the class. Solomon loves sports, especially baseball. He is an avid Yankee’s fan. Although he is liked by his peers, Solomon sometimes annoys them with his constant talk about Arod. He does not seem to perceive their nonverbal behavior accurately. Executive Functioning Assignment Case Study Justice: Middle Level Justice is a boy with some behavioral issues. He does not follow teacher directions accurately and often refuses to do his work. Instead of participating in class, Justice will often put his head down on his desk. When the teacher intervenes, Justice usually responds by saying the task is “stupid” and he doesn’t care about his grades. Recent achievement test scores indicate that Justice is performing slightly below grade level in reading and writing, and he is capable of doing grade level work in math. Tests of oral language revealed a deficit in expressive and receptive language. His IQ score is within the normal range, however comments from the test administrator revealed a lack of cooperating during testing. Justice does not interact well with his peers. He is easily agitated by his peers and often misperceives their comments as teasing or insults. As a result, he tends to act out by yelling at them, pounding his desk, or throwing things. Justice has few friends. When given the choice between group and individual work, Justice prefers to work independently. Justice works well with various forms of technology. When given a new computer program, Justice is able to figure out how to work the program without reading the directions. He enjoys creating PowerPoint presentation and can use Inspiration with ease. He also enjoys playing video games. Justice also has good mechanical and problem-solving ability. He has assembled various model cars and planes with moving parts. He also likes to take things apart to see how they work and is usually able to put them back together. He excels at solving number puzzles. Overall, Justice works well with facts and logic. It is when people enter the mix that he has problems. Scanned with CamScanner EEC 548 Foundations of Direct Instruction Foundations of Direct Instruction What is Direct Instruction? I. Structured, highly organized and effective method for teaching academic skills II. Four major characteristics 1. Explicit • Teacher led instruction • Directly teaches a new skill through modeling, prompting the student performance, and providing guided and independent practice 2. Systematic • Highly organized • Carefully sequenced, step-by-step approach to learning o • Bottoms up approach Skills build up on each other 3. Efficient • Teach more in less time 4. Effective • Research based • Evidence based 1 EEC 548 Foundations of Direct Instruction Theoretical Principles of Direct Instruction 10 Principles of Effective Instruction 1. Engaged time 2. Success rate 3. Content coverage/Opportunity to learn 4. Grouping for Instruction 5. Scaffolded Instruction 6. Addressing Knowledge Forms 7. Activating and organizing knowledge 8. Make Instruction explicit 9. Teach strategically 10. Teaching sameness across curriculum I. Engaged Time Premise • Students learn more when actively engaged during instruction Three aspects of time directly impact student learning 1. Allotted Time 2. Engaged Time 3. Success Rate II. Success Rate Premise • A careful match between student achievement level and learning tasks is essential to maintain high success rates and promote student learning • High to moderate success related positively to student learning • Low success rates relates negative to student learning 2 EEC 548 Foundations of Direct Instruction Recommended Success Rates Instructional task ➢ 70% to 80% Independent tasks ➢ 90% to 100% III. Grouping For Instruction Premise Students achieve more in classes in which they spend much of their time being • directly taught or supervised by teachers Teach students in homogenous groups based on skill level in more effective • Why? Engaged time o More time focused on instruction o More efficient instruction Greater content coverage when teaching students with similar learning needs together IV. Content Coverage/Opportunity to Learn Premise • Students who have the opportunity to learn content demonstrate greater learning outcomes • Students tend to learn what they are taught • Students do not learn what they are not taught Opportunity to Learn versus Allocated Time Opportunity to Learn • Amount of content actually covered in specific academic areas Allocated Time • Time allotted to teach a specific activity 3 EEC 548 Foundations of Direct Instruction V. Scaffolded Instruction Premise • Providing support for children during learning and making it easier for them so they can more than they can on their own • Keeping learner stress to a minimum by modifying content, material and instruction to facilitate learning Examples • Enlist learner’s interest • Reduce number of steps to solve problems • Accentuate critical features • Explicitly demonstrate or model task VI. Addressing Knowledge Forms Premise • All forms of knowledge must be addressed is student is to become an independent and self-regulated learner Three Forms for Knowledge 1. Declarative knowledge • Factual information brought to task 2. Procedural knowledge • Familiarity with steps 3. Conditional knowledge • When and where to use a strategy 4 EEC 548 Foundations of Direct Instruction 5 VII. Activating and Organizing Knowledge Premise Learners must have the ability to access and utilize knowledge • It must be taught • Never assume! Major goal of education is transfer of knowledge and skills • Present material in a way that assists students in organizing, storing, and retrieving it Examples o Directly stating relationships o Content organizers o Advanced organizers o Graphic organizers o Word webs or concept maps VIII. Make Learning Explicit Premise • Explicit instruction involves clearly stating the goal and purpose of the lesson to cue students in on important information and critical attributes 1. State Goal of Lesson 2. Review 3. Model 4. Prompt 5. Check 6. Review 7. Preview EEC 548 Foundations of Direct Instruction IX Teach Sameness Across Curriculum “What’s the Big Idea?” Premise • By teaching sameness in and across skills teachers promote learner’s ability to access knowledge in new situations • Teaching sameness promotes generalization Steps 1. Analyze curriculum to determine commonalties 2. Teach Sameness Across Curriculum 3. Explicitly instruct students regarding commonalties 4. Teach students to recognize patterns within and across curriculum areas Example • Scientific Method • Problem/Solution/Effect • Story Grammar • Main Idea/Detail • Cause and Effect X. Teach Strategically Premise • Apply Principles of Effective Instruction by analyzing curriculum and design instruction that maximally promote student learning Strategic learning allows students to • • • • • • • • Attend to task Focus on relevant features of task Rehearse information Elaborate on information Monitor levels of understanding Take corrective action if needed Cue students to retrieve information Help maintain a emotional climate favorable to learning 6 EEC 548 Foundations of Direct Instruction 16 Features of Direct Instruction (Archer & Hughes 2011) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Focus on critical content Sequence skills carefully Break down complex skills and strategies into smaller Design and organize focused lessons Begin lesson with a clear statement of the lesson’s goals and your expectation Review Prior skills and knowledge before beginning instruction Provide step by step demonstration Use clear and concise language Provide an adequate range of examples and non-examples Provided guided and supported practice Require frequent responses Monitor student performance closely Provide immediate affirmative and corrective feedback Deliver lessons using a brisk pace Help students organize knowledge Provide distributive practice and cumulative review What is Direct Instruction? https://www.youtube.com/watch?v=OJJkkUPC_yM 7 EEC 548 Foundations of Direct Instruction Application Organize the Features of Direct Instruction according to the Stages of Instruction. Be prepared to discuss how the characteristics are applied during each phase. PLANNING INSTRUCTION DELIVERING INSTRUCTION ASSESSING IMPACT OF INSTUCTION 8 EEC 548 Foundations of Direct Instruction Implementing Direct Instruction – Direct Instruction Tool Box Systematic Instruction Tool: Sequencing Guidelines • Teaching high utility skills first • Teaching easy skills before hard ones • Teach preskills first • Teach skills that are consistent with a strategy first until students can implement the strategy, then introduce exceptions Explicit Instruction Tool: Gagne Lesson Plan 1 .Gain attention 2 .Inform learners of objectives 3. Stimulate recall of prior learning (review) 4. Present the content (Model) 5. Provide “learning guidance” (prompt) 6. Elicit performance (practice). 7. Provide feedback 8. Assess performance (Check) 9. Enhance retention and transfer to the job 9 EEC 548 Foundations of Direct Instruction MISERICORDIA UNIVERSITY THE TEACHER EDUCATION DEPARTMENT LESSON PLAN FOR DIRECT INSTRUCTION OR GROUPS TEACHER’S NAME COURSE NAME/GRADE LEVEL DATES OF DELIVERY FROM ____ TO ____ UNIT TITLE STANDARD/S ADDRESSED ( __PA CORE: __ PA ACADEMIC STANDARDS) LESSON TOPIC LESSON OBJECTIVE/S AS A RESULT OF THIS LESSON, THE STUDENT/S WILL… CONCEPT MAP (OVERLEAF OR ATTACHMENT) STEPS OF PLANNED SEQUENCE DIRECT OF TEACHING/LEARNING INSTRUCTION ACTIVITIES (GAGNE) 1. 2. 3. 4. 5. 6. 7. 8. 9. ESTIMATED TIME PER TLA GAIN ATTENTION STATE OBJECTIVE FACILITATE RECALL PRESENT NEW INFORMATION PROVIDE GUIDED PRACTICE 6 PROVIDE INDEPENDENT PRACTICE PROVIDE FEEDBACK/ DISCUSSION CONDUCT ASSESSMENT SCHEDULE ELABORATION ACCOMMODATIONS STUDENTS ACCOMMODATION SELF-CRITIQUE/REFLECTION (OVERLEAF OR ATTACHMENT) MATERIALS/TLA 10 EEC 548 Principles of Effective Instruction Frequent opportunities for student response Tool: Unison Responses and individual turns • Use unison response when there is only one correct answer • Elicit a unison response by giving a signal o o Example Reading Mastery – Frequent responses and motivation https://www.youtube.com/watch?v=IVgDI0A7m7U Signaling Four steps 1. Give direction ▪ “Say the word when I touch it” 2. Provide think pause 3. Focus attention ▪ “Get ready” 4. Cue to respond ▪ Cue will depend on type of material or response • Hand drop, snap, clap, touch, or “Conducting” Signal Diagram Directions Think time Focus Signal What word Signal must be clear enough to elicit a unison response • Judge clarity by quality of student response Practice a signal until students provide a unison response • Be persistent and consistent about student responses o Do not accept a substandard response o Repeat until students all answer together 11 EEC 548 Principles of Effective Instruction Monitoring • Listen • Watch student’s mouths o Systematically scan faces o Individual Turns Tool: Individual Turns 1. State the question or task 2. Call on students in random order USE RANDOM ORDER AND CALL ON SOME STUDENTS TWICE 3. Say student’s name 4. Signal 5. Upon answer immediately say the next item Opportunities for Feedback Tool: Part Firming Correction Procedures PART FIRMING Task – Example that requires a response (e.g. man “What word?) Part – A logical group of tasks (Teacher determines part) Exercise – Entire list of examples Everytime an error occurs 1. 2. 3. 4. 5. 6. Tell the answer Repeat the task Go back and repeat the part Go on to next part Go back to the beginning of the exercise Give individual turns 12 EEC 548 Principles of Effective Instruction Part Firming: Practice 1 When I point to the letter you say the sounds: Examples: a m t s o f d r e g l h s u c i PART 1 PART 2 PART 3 PART 4 a o e s m f g u t d l c s r h i Part Firming: Practice 2 Direct Instruction Teaching Format: Discrimination Format – Sounding Out Words in Lists 1. (Teacher states instructions.) “You’re going to sound out each word. After you sound out the word correctly you’ll say it fast.” 2. (Teacher points to the left of the first word.) “Sound it out. Get ready.” (Teacher touches under each letter for 1 to 1½ seconds. After the students sound out the word correctly, the teacher moves her finger back to the beginning of the word immediately and says “What word?” and signals.) 3. (Teacher repeats procedures in step 2 remaining words written on the board.) 4. (Teacher gives individual turns. Teacher calls on several students to sound out words.) Discrimination Word list for blending : Sad, am, mom, run, fit, loss Part 1 Part 2 sad run am fit mom loss Grouping for Instruction Tool: Preferential Seating • Sit close to students • Seat lower performing students right in front of you • Seat higher performing students on the edges of group 13 EEC 548 Principles of Effective Instruction 14 High Fidelity Tool: Be familiar with lesson or curriculum Engaged time Tool: Brisk Pacing • Maintain a brisk and motivating pace o Fast enough that students have to work to keep up with you but not fast enough to cause frustration. Begin teaching as soon as a student responds Adequate Wait time o Based on slowest student’s response o If students do not answer quickly or in unison, you may not be giving adequate wait time. Tool: Enthusiasm • Vital component for effective teaching • Must be genuine Monitor student performance closely Tool: Progress Monitoring • Involves frequent and ongoing measurement of student knowledge and skills and the examination of student data to inform instruction • Used to determine rate of student growth and to determine if additional interventions are needed. Review 1. Why do you think Direct Instruction is an effective way to teach students with mild disabilities? Use information from common learning challenges of students with mild disabilities, and characteristics of Direct Instruction within your response. Attention Deficit Hyperactivity Disorder, Difficulty keeping tracks of Information and predominately functions as a concrete or lateral thinker 1. Student information and functioning Provide a brief overview of your student’s background (grade level, potential disability, areas of need).Briefly state and describe each executive functioning deficit. Solomon is a boy who has difficulty attending for more than 10 minutes at a time. He begins his work right away but soon becomes distracted. When he is off task, Solomon tends to talk with the children around him, wiggle in his seat, search through his desk, or get out of his seat to sharpen his pencil or visit the teacher’s desk. Solomon’s off task behavior tends to annoy other students in the class. Solomon tends to learn best in highly structured environments. He often needs repetition to master new material. He also tends to complete his work more slowly than other students in the class. Assessment results indicate that Solomon tends to master only the most basic content. Within the classroom he is in the low reading and math group and has substantial difficulty with writing. He uses simple sentences and a small range of vocabulary. Solomon’s teacher also noted difficulty with higher order thinking and self-monitoring. Solomon enjoys physical activities and was recently voted the best kickball player in the class. Solomon loves sports, especially baseball. He is an avid Yankee’s fan. Although he is liked by his peers, Solomon sometimes annoys them with his constant talk about Arod. He does not seem to perceive their nonverbal behavior accurately. 2. Executive Deficit Analysis For each deficit.... Relate it to a common learning challenge presented in class (e.g., organization, cognition/metacognition, information processing, perception, memory, ...) by explaining how these common learning challenges may contribute to the deficit. You may discuss more than one common learning challenge in your description This case study of potential ADHD can be related to common learning challenge of memory. The grasp and storage of any concept into memory is largely dependent on how well a student concentrates while the concept is being explained. In this case, the ADHD like signs that Solomon exhibits are negative on his potential to grasp concepts in call and store them as memory for any future recall. Solomon similarly has a problem with concentrating and pieces up pieces of information together, his hyperactivity has impaired his ability to consolidate information as manifested in his poor grades and need for a structured learning environment. Similarly, Solomon has difficulties establishing relationships and getting the whole pictre. It is stated that though he is a Yankees fan, he has few friends who he annoys and doesn’t seem to understand their non-verbal cues. This could be detrimental to his entire relationships building ability Identify an intervention to address the executive functioning deficit from the handbook Impulsivity-to be intervened by Repetition of directions, tasks and assignments Working Memory-Can be improved through encouraging note taking and also through a structured approach as stated prior Predominately functions as a concrete or lateral thinker-Identify key ideas and concept in addition to using more figurative based teaching strategies Explain why the intervention is likely to be effective by relating to a Principle of Effective Instruction Impulsivity in Solomon’s case is manifested in his sudden reaction to various circumstances. In this case, it is more relevant to his class work and instructions from the teacher. The impulsivity makes him fail to fully go through the process of getting all factors about a specific task or command. By repeating such tasks that he is impulsive to, he will start reorganizing his response to the tasks. This is aimed at making himself train on how to react in an appropriate manner to the tasks. Working memory in Solomon has to be trained through enabling him to focus more on the studies and hence improve his ability to grasp and retain concepts. Through the use of figurative language, Solomon will become increasingly able to comprehend the nonverbal cues of his classmates and stop annoying them often.
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