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Supporting Instruction 1 > Learning Outcome 1 > Flashcards

Learning Outcome 1 Flashcards

1
Q

Explain the role of an educational assistant as part of an instructional team?

A

The educational assistant is not only the teacher’s helper, but also a facilitator and trusted guide to learning.Educational assistants perform crucial support as partners on the school team

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2
Q

Explain the role of a teacher as part of an instructional team?

A

The teacher is responsible for the assignment and activities of the educational assistant.The teacher teaches, manages, and plans for classroom success

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3
Q

Once your roles have been determined, what four goals of public education will you achieve together?

A 
The four goals of public education are:
Personal belonging
Academic achievement
Increased independence
Social Responsibility
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4
Q

2.2 Identify the labels that may be used to describe educational assistants?

A
  1. Educational teacher assistant
  2. Special needs educational assistant
  3. Paraprofessional
  4. Paraeducator
  5. Learning support aides
  6. Instructional support aide
  7. Learning support personnel
  8. Special needs aide
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5
Q

Linguistic

A

The capacity to use words effectively, whether orally(e.g. as a storyteller, orator, or politician) or in writing (e.g. as a poet, playwright, editor, or journalist)

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6
Q

Logical-mathematical

A

The capacity to use numbers effectively

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7
Q

Spatial

A

The ability to perceive the visual-spatial world accurately

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8
Q

Bodily-kinesthetic

A

Expertise in using one’s whole body to express ideas and feelings

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9
Q

Musical

A

The capacity to perceive, discriminate, transform, and express musical forms

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10
Q

Interpersonal

A

The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people

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11
Q

Intrapersonal

A

Self-knowledge and the ability to act adaptively on the basis of knowledge

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12
Q

Naturalist

A

Expertise in the recognition and classification of the numerous species-the flora and fauna- of the individual’s environment

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13
Q

3.2 1) The following are solely the responsibility of teacher and may not be delegated to paraprofessionals:

A

Diagnosing learner needs
Consulting with colleagues to plan individualized/personalized programs for all learners who can benefit from them
Creating and maintaining learner-centered environments
Aligning curriculum with instructional strategies
Planning lessons
Modifying content and instructional activities to meet needs of individual learners
Assessing learning outcomes
Involving parents and other caregivers in all aspects of their child’s education

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14
Q

3.2 2) Identify the six guidelines that educational assistants can follow in order to work effectively with other members of an instructional team

A

Understand your role as a paraprofessional to assist and support the teacher
Ask questions to assist in orienting to the school and classroom
Establish a relationship with the professional development
Be aware of confidentiality issues
Conduct self-evaluation

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15
Q

List seven functions of a capable educational assistant

A
  1. Establishes rapport with students
  2. Provides instructional support
  3. Provides team support
  4. Implements special educational plans
  5. Encourages students’ social and behavioral development
  6. Provides clerical support
  7. Practice ethical behavior
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16
Q

Biological endowment

A

Including hereditary or genetic factors and insults or injuries to the brain before,or durning, and after birth

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17
Q

Personal life history

A

Including experiences with parents,teachers, peers,friends,and others who awaken intelligences,keep them from developing,or actively repress them

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18
Q

Cultural and historical background

A

Including the time and place in which you were born and raised and the nature and state of cultural or historical developments in different domains

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19
Q

Crystallizing experiences

A

Are the turning points in the development of a person’s talents and abilities

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20
Q

Paralyzing experiences

A

Refer to experiences that shut down intelligences

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21
Q

List nine methods outlined in chapter three that can be used to assess students’ developed intelligences

A
  1. Observe how they misbehave
  2. Observe what they choose to do in their free time
  3. Take photos
  4. Keep samples of their work
  5. Look at school records
  6. Talk to former teachers
  7. Talk to parents
  8. Talk to students
  9. Set up activity centers and allow students to choose their favorites
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22
Q

Identify twelve activities that could be used to reinforce or supplement the. Multiple intelligences theory

A
  1. Career day
  2. Field trips
  3. Biographies
  4. Lesson plans
  5. Quick experiential activities
  6. Wall displays
  7. Shelf displays
  8. Readings
  9. Multiple intelligences tables
  10. Human Intelligence hunt
  11. Board games
  12. Multiple intelligences songs or plays
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23
Q

Identify the five implications of multiple intelligences theory on special education

A
  1. Fewer referrals to special education classes
  2. A changing role for the special education teacher
  3. greater emphasis on identifying strengths
  4. increased self esteem
  5. increased understanding and appreciation of students.
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24
Q

What are the three areas of cognition emphasized by educators?

A

a. memory
b. Problem solving
c. Bloom’s levels of cognitive complexity

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25
Q

What are the areas mentioned in chapter 13 have potential application of MI theory in education?

A

a. Computer Technology
b. Cultural Diversity
c. Career counselling

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26
Q

List the six curricular areas that could integrate existential intelligence into a classroom

A
  1. Science
  2. Mathematics
  3. History
  4. Literature
  5. Geography
  6. The Arts
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27
Q

List the desirable characteristics that can contribute to a healthy work environment for teachers and educational assistant. Explain how they can be acheived

A

a. Integrity- adhering to standards of values and morals
b. Initiative- beginning and follow through with tasks independently after direction is given
c. Intelligence- focusing intently and creatively with others to solve problems
d. Social Skills- working well with others and fulfilling job requirements
e. Resourcefulness- being effective in difficult situations
f. Imagination- using creativity and acting upon them
g. Flexibility- ability to deal with ambiguity and change
h. Enthusiasm- added energy to the classroom
i. A Sense Of Urgency- determination in getting jobs done
j. A Perceptive View Of The World- perceiving differing world views

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28
Q

List the keys of effective teamwork

A
  1. Respect
  2. Communication
  3. Collaboration
  4. Flexibility
  5. Active Listening
  6. Attitude
  7. Common Sense
  8. Dependability
  9. Resourcefulness
29
Q

What are the stages of team development?

A

a. Team Maintenance
b. Resolution
c. Crisis
d. Collective Indecision
e. Trial and Error
f. Becoming aquainted

30
Q

Identify the characteristics critical to successful teams.

A

a. Members view themselves as a team
b. Teams are goal focused
c. teams clarify roles
d. Leadership is identifiable and clear
e. Communication occurs frequently

31
Q

Define Communication

A

is the process of exchanging information and ideas, of sharing feelings and attitudes. It involves expression and understanding of information/ideas

32
Q

Indicate the keys of effective listening

A

a. Be receptive and willing to listen to new ideas
b. Become involved
c. Ask open questions
d. Prepare for listening

33
Q

What are the key points to the seven step collaborative problem-solving process?

A

e. Identify and describe the problem
f. Determine the needs and identify desired outcomes
g. Identify possible alternative solutions
h. Analyze potential solutions
i. Select a solution
j. Develop and implement a plan of action
k. Evaluate how well the solution worked

34
Q

What happens in a constructivist classroom?

A

a. Student autonomy and initiative are accepted and encouraged
b. That paraprofessional asks open-ended questions and allows adequate wait time for responses
c. Thinking is encouraged
d. Students discuss with the teacher, the assistant and each other
e. Students are engaged in experiences that challenge their prior experience
f. Students collect raw data, research primary sources, manipulate “hands-on” examples and experience both physical and interactive materials.

35
Q

According to Pigot, what are the four stages of development?

A

a. Sensorimotor
b. Preoperational
c. Concrete operations
d. Formal operations

36
Q

What are the stages of learning?

A

a. Acquisition - learning a new skill
b. Fluency- improving the speed or quality of the skill
c. Generalization- Applying the skill in new situations
d. Adaptation- previously learned skills can be adapted to new demands or situations

37
Q

What are the stages of moral development?

A

a. Egocentric reasoning
b. Unquestioning obedience
c. “ What’s-in-it-for-me” fairness
d. Interpersonal conformity
e. Responsibility to the system
f. Principle and Conscience

38
Q

S.M.A.R.T stands for

A

S- Specific: Clear,concise, statement on exactly what is to be accomplished (Who,What,Where and Why)
M- Measurable: Criteria for measuring progress or attainment
A- Achievable: Goal is challenging but achievable
R-Relevant: It should be something you are willing to work for- purpose
T- Timely (or Tangible): A time-frame by when the goal is to be successfully completed

39
Q

What are the different types of planning that teachers do?

A
  1. Long-range planning
  2. Unit planning
  3. Day planning
  4. Lesson planning
40
Q

Long-range planning

A

is the plan for implementing the curriculum over the next year

41
Q

Unit Planning

A

helps the teacher to design and implement instruction that will promote learning in his/her classroom

42
Q

Lesson Planning

A

is a guideline for what and how specific lesson will be presented

43
Q

Identify the main parts of a lesson plan

A

a. Introduction or motivational set- interests the students in the lesson
b. Main steps and key questions- outlines exactly what the teacher will do in the lesson
c. Closing- wraps up or summarizes the topic
d. Evaluation- assesses whether the objectives have been meant

44
Q

List tasks the educational assistant might do for this lesson ( Oil slick experiment)

A

a. Assemble and distribute the materials
b. Photocopy the handout about the topic
c. Prepare the equipment for the experiment
d. Assist Students with disabilities perform the experiment
e. Keep students on task
f. Ask questions to make children think about what they are doing
g. Assist students to record the results of the experiment
h. Provide feedback to the teacher about whether students have achieved the lesson objectives

45
Q

Who is involved in the development of an IEP are:

A

An IEP should be developed collaboratively by those who know the student best and those who will be working directly with the student. This may include the student, the student’s parents, the student’s teachers, the principle and appropriate special education staff and support personnel.

46
Q

What is an IEP?

A

An individualized education plan is a written plan describing the special education program and/or services required by a particular student based on thorough assessment of the student’s strengths and needs. This does not mean that the student will always receive one-on-one instruction from a teacher or educational assistant. A student’s needs may be met in a classroom setting, in a small group, or one-on-one

47
Q

What is a Personal Program Plan?

A

is another term that is used to outline a student’s individualized program. Depending on the school division that you will be working for, you may find either of the terms could be used to describe the plan outlined for assisting students with designated disabilities.

48
Q

Identify the important information to be included on an IEP

A

a. Goals and specific expectations for the student
b. Student’s strengths and needs
c. Relevant medical/health information
d. Relevant formal (standardized) assessment data
e. Student’s current level of educational achievement in each program area

49
Q

Accomodation

A

is a change in the way a program or course is delivered to a student so that they can gain better access to the program

50
Q

modification

A

refers to the change in the curriculum because the grade level curriculum is inappropriate to the level of the student’s abilities

51
Q

Identify the five principles that are considered in the planning sessions

A
  1. Inclusion
  2. Individualization
  3. Teamwork
  4. Dynamism
  5. Environment
52
Q

Content-oriented teaching

A

enhances academic achievement

53
Q

Process-oriented teaching

A

enhances creativity and values formation

54
Q

Convergent thinking

A

Convergent thinking leads to a single specific answer

55
Q

divergent thinking

A

leads to a variety of possible answers

56
Q

What suggestions could be implemented to enhance student success and motivate continued learning?

A

a. motivate the students
b. Use step by step instruction
c. Teach in small steps
d. Demonstrate and model behaviour
e. Provide lots of practice
f. Re-teach, if necessary
g. Provide close guidance
h. Give immediate feedback
i. Give positive feedback
j. Assign homework only when students have succeeded the task

57
Q

Identify at least three non-verbal means of curtailing inappropriate behaviour

A

a. Stand near the student
b. Touch the student’s back
c. Make eye contact
d. Nod or gesture

58
Q

Identify two reasons stating why it is important for an educational assistant to listen attentively to a lesson

A

a. Model attentive behaviour
b. Remember the teacher’s strategies and wording, so that you can use the same strategies and wording when you assist the student

59
Q

What three instructional steps are suggested in your reading?

A
  1. I do it; we do it; you do it
  2. The educational assistant models the skill, assists or talks the student through the steps of the skill
  3. then lets the student do the skill independently
60
Q

Why is it important to give thinking time after a question?

A

Everyone needs time to think before answering question. However a student with learning difficulties may need additional time to process the question before formulating an answer. After asking a question, count silently to five before calling on a student.

61
Q

Why is it important to give non-contingent acknowledgement to all students?

A

If we only give acknowledgement or praise to students when they answer correctly, students with learning difficulties may receive little attention. Search for opportunities to make positive comments that are not contingent on academic achievement.Give everyone a pat on the back.

62
Q

Identify five strategies that can be implemented with small groups ( five can be chosen from the following):

A

a. Involve all students in the group
b. Acknowledge that students have preferences
c. Encourage students to make their own choices
d. Provide some time to work independently
e. Reinforce, check and compliment often
f.Adapt materials and methods to the needs of the group as directed by the teacher
h. Encourage communication among group members
i Provide experiences using the “real” thing (materials, activity,etc)
j. Provide real-life experiences
k. Establish procedures,routines for small group instruction
l. Use natural consequences
m. Use good positioning to promote normal muscle tone,stability, balance, and a sense of security about one’s own body
n. Use appropriate verbal prompts,gestures,modeling, and demonstration techniques
o.Eliminate distractions (fans,noise from the hall)

63
Q

What are the four basic steps in the inquiry/discovery model?

A

a. Define the problem for study
b. Draw inferences/hypotheses
c. Test each inference/hypothesis
d. Draw a conclusion/solution to the problem of study

64
Q

Why would we use this type of teaching model?

A

because it is encouraging student thinking skills

65
Q

In which class would this model be most commonly used?

A

This type of model would most commonly be used in a Science classroom, but is also appropriate for other curriculum

66
Q

What are the advantages of cooperative learning?

A

a. Developing attitude
b. Engendering competence
c. Enhancing meaning

67
Q

Elements that help to structure cooperative learning are:

A

a. Positive interdependence
b. Responsibilities
c. Individual accountability
d. Group processing

68
Q

Explain why an educational assistant should circulate around the classroom to monitor seatwork
even if the teacher has a “help wanted” procedure in place

A

a. Students may be unaware that they are making errors and require assistance
b. Students,reluctant to draw attention to themselves, may not request assistance unless educational assistant happens to walk by their desk.Make yourself available; Your presence may help keep students on task
c. Students who are on task or doing their work correctly should receive positive feedback as you circulate among the students.

69
Q

The Jigsaw Technique

A

helps students create their own learning. Teachers arrange students in groups.Each group member is assigned a different piece of info.Group members then join the members of other groups assigned the same piece of info, and research and/or share ideas about the info. Eventually, students return to their original groups to try to “ piece together” a clear picture of the topic at hand.

Supporting Instruction 1 (3 decks)

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