Week 11: Adapting the environment, instruction, and curriculum

Question 1

What are the effects of having limited reading ability?

Answer 1

Student may develop feelings of inadequacy as they can’t apply this skill to other learning areas.

Question 2

Explain Tier 1 in relation to reading.

Answer 2

Intervention at Tier 1 involves students engaging with print through guided reading and the whole language method.

Question 3

Explain intervention to reading at Tier 2.

Answer 3

Often involves booster classes with direct teaching methods. Students build phonemic awareness, sound-letter relationships, word families and daily reading.

Question 4

What happens in a Tier 2 booster class?

Answer 4

30 minutes of daily instruction with carefully chosen texts.
Teacher-student dialogue is effective for students to extract meaning from a text.

Question 5

What key skills do students establish in Tier 1 and 2?

Answer 5

• gaining an overview of a topic before reading
• generating questions
• making predictions
• locating the main idea
• summarising and paraphrasing content.

Question 6

What is the pause, prompt, praise strategy?

Answer 6

Student encounters an unfamilier word, give 5 seconds, then provide a prompt such as “sound it out” or “think of the meaning” then briefly praise student.

Question 7

What does intervention for Tier 3 students involve?

Answer 7

It is intervention for the most severe students. Students participate in 30 minute daily sessions outside of the whole class setting.

Question 8

What is the Success for All program?

Answer 8

A comprehensive school-wide program that is useful for all three intervention tiers. It involves daily 90 minute sessions that emphasise direct phonics instruction including segmenting words and sounding and blending phonemes.

Question 9

What is the Quick Smart program? (Tier 3)

Answer 9

An intervention program typically used for Tier 3 middle age students. It involves 30 minute sessions three times a week in which students improve automaticity in common word recognition and increasing fluency.

Question 10

What is MULTILIT?

Answer 10

Making up for lost time in literacy.
A teacher led program that happens in small groups three times a week. Students develop phonemic awareness, phonic decoding, fluency, vocab and comprehension.

Question 11

Explain the process of a Multi-sensory Approach.

Answer 11

This type of approach involves the VAKT methods in which students use visual, auditory, kinaesthetic and tactile modes to support their learning.
1. Student selects a particular word they want to learn.
2. Teacher writes the word in large size writing on a card and together they pronounce the word.
3. Student finger-traces over the word, saying each syllable as it is traced.
4. This process is repeated until the learner feels capable of writing the word from memory.
5. When a word is mastered it is filed away in a card index box for later revision.

Question 12

What is considered to be the most effective teaching method to introduce new knowledge of skills?

Answer 12

Direct teaching.
Particularly when addressing the needs of students with learning difficulties and disabilities.

Question 13

What may impact a teachers choice of teaching method?

Answer 13

There are a range of different teaching strategies. Teachers must consider the curriculum content, learning objectives and personal characteristics of their students to choose the most appropriate strategy.

Question 14

What is Explicit Instruction?

Answer 14

The process of presenting new information clearly and directly to learners in a form they can understand.
* It involves teacher-student interaction and the teacher must explain things simply and clearly.

Question 15

What are some considerations of using Explicit Instruction?

Answer 15

If used too frequently EI can cause disengagement from students.
- Some students may also become passive learners and not engage as they are not actively involved in the learning.
- Teachers must remember it is not passive lecturing.

Question 16

What is Interactive Whole Class teaching?

Answer 16

Here the teacher explains the concept and then asks questions, and challenges students thinking. The students offer their own suggestions, explain their thinking, express their opinions and ask questions of the teacher.
- Unison responding: where students answer together.
- Response cards: students use whiteboards or cards to answer questions from the teacher.

Question 17

What are some considerations for Whole class teaching?

Answer 17

The teacher must have skills in drawing students into discussion.
- If the pace of the lesson is too brisk, students with learning difficulties may fall behind.

Question 18

Explain the broad term Direct Teaching.

Answer 18

This is the general term for all forms of teacher-led instruction. It involves precise learning objectives, clear demonstrations and explanations, modelling by the teacher, guided practice, corrective feedback and independent practice.

Question 19

Explain Direct Instruction (DI).

Answer 19

A tier 1 approach, but most commonly used for small group Tier 2 intervention.
- 6-8 students seated in a semi circle facing the teacher. The teacher gains attention and then follows a script.
- Students participate in unison responding.

Question 20

What are some considerations for DI?

Answer 20

As most DI comes from a published programme, it must be implemented exactly how the designer has prescribed.
- It must also be implemented daily in small class instruction, which can cause timetabling and staffing issues.

Question 21

What do teaching approaches that are based on constructivist principles have in common?

Answer 21

All teaching approaches that follow a constructivist method ensure that learning is placed in the hands of the students.

Question 22

What is discovery learning?

Answer 22

DL is a constructivist approach that allows students to construct their own knowledge about a topic through their engagement with materials and accessing whatever human, technological and other resources they require.
It places an emphasis on being active investigators, rather than passive recipients of information delivered though a teacher.

Question 23

What are some benefits of DL?

Answer 23

• Learners are actively involved and topics are intrinsically motivating.
• Activities used in authentic discovery contexts are more meaningful.
• Learners are more likely to remember facts and concepts if they discover them.
• Builds on prior knowledge and experience.
• Can foster positive group work.
• encourages independence in learners.

Question 24

What are some considerations of using DL?

Answer 24

• It is a time consuming approach and requires teachers to have adequate resources prepared.
• Requires adequate literacy, numeracy and independent study skills.
• Completing an ‘activty’ does not always equate to thorough learning.
• Children with learning problems have difficulty forming opnions.

Question 25

What is project based learning?

Answer 25

This is an inclusive approach to teaching and learners can participate to their own ability. This helps students integrate ideas and information from different subjects.

Question 26

What are some considerations for project based learning?

Answer 26

• Some student may lack adequate independent study skills for researching, collating and interpreting information
• Dividing work sections in a group may mean students don’t grasp a full understanding of all areas of the topic.

Question 27

What is resource based learning?

Answer 27

A constructivist approach to learning that fosters student autonomy by providing opportunities to work independently or collaboratively while utilising appropriate resources.

Question 28

What are some benefits of resource based learning?

Answer 28

• Students learn from their own active interpretation and collation of information.
• Study skills are strengthened in ways that may easily generalise to other learning contexts.
• Stimulate higher order thinking, problem solving, reasoning and critical evaluation.
• Increase students academic engagement time.

Question 29

What are some considerations for resource based learning?

Answer 29

• Requires a rich environment with easy access to books and media.
• Students need adequate literacy and numeracy sills and self-management.
• Students may copy and paste.
• Students with learning difficulties may need to be placed with a supportive partner.

Question 30

What is Problem/Inquiry based learning?

Answer 30

Students are placed with a real-life situation that requires investigation and decision making leading to action. Some of these may include design briefs and lend well the the 5-E model.

Question 31

What are some benefits for Problem/Inquiry based learning?

Answer 31

Students develop an understanding of real world application of their skills.
- Students involve active construction to new knowledge.
- Self-direction in learning and prepares students to think critically.
- Investigating problems or issues requires teamwork.

Question 32

What are some considerations for Problem/Inquiry based learning?

Answer 32

The problem or issues should be of genuine interest.
Appropriate resources should be accessible.
Scaffolding for some students may be required.

Question 33

What is situated learning?

Answer 33

Situated learning is an attempt to combat criticism that much of the teaching that goes on in schools is artificial because it is not presented in a real-life context, and often learners do not recognise the social and functional value of what they are taught.
- Placing students in a physical and social setting that is real.

Question 34

What are the benefits of Situated Learning?

Answer 34

Students see their learning in a realistic and purposeful context.
- Builds confidence and independence.
An example may be creating a school cafe, where students practice skills such as serving customers, providing change ect.

Question 35

What are some considerations for Situated Learning?

Answer 35

Arranging off campus situations can be difficult.
Class sizes.
Technical expertise is often required.

Question 36

What is computer based instruction?

Answer 36

The term applied to all forms of instruction where a computer is used to present curriculum content.

Question 37

What is computer aided learning?

Answer 37

Computer Aided learning is a term to consider the planned integration of computer materials to supplement or reinforce other forms of teaching.

Question 38

What are some considerations when using computer led learning?

Answer 38

• Students with literacy difficulties may struggle reading off the screen.
• Students may have a lack of pre-requisite computer skills.

Question 39

What does the term ‘blended learning’ mean?

Answer 39

The term blended teaching is often used now to describe the mixing of face-to-face instruction with the use of computer-aided learning and web-based resources.

Question 40

Identify characteristics of Teachers who cater for all students.

Answer 40

• Knows the learning needs of each student.
• Uses time flexibly.
• Implements a range of instructional strategies.
• Maintains high expectations and communicates them.

Question 41

What are the C.A.S.E steps to personalising learning?

Answer 41

Content: Use the content to identify key concepts that align with students’ age and or year level.
Abilities: Take into account the range of students abilities, current levels of learning, strengths, goals and interests.
Standards: assess students’ progress in relation to achievement standards.
Evaluation: Evaluate actions taken to personalise student learning.

Question 42

Explain the term reasonable adjustments.

Answer 42

An adjustment is reasonable if it takes into account the needs of a student with disability and balances the interests of all parties affected.

Question 43

What are environmental barriers to learning?

Answer 43

Barriers that prevent a student from accessing resources and tools to learn effectively may include:
1. classroom structure
2. mobility and access
3. inappropriate/inaccessible curriculum
4. teacher expectations and behaviour
5. social skills and peer relationships
6. staff knowledge and professional development

Question 44

What is an environmental adjustment?

Answer 44

Adjusting the environment to better support the student and provide multiple means of access.
(eg. peer assistance, access to alternate equipment and furnishings, use of support personnel, scheduling, assisstive technologies and alternative communication systems, changes to buildings.)

Question 45

What are instructional adjustments?

Answer 45

Adjustments that provide multiple means of engagement. (eg. motivating students through engagement with personal interests, modelling and demonstrating skills, knowledge and cognitive strategies, explicit and systematic instruction).

Question 46

Define adaption.

Answer 46

To make suitable to or fit for a specific use or situation.
- Same content, same expectations, different access of presentation of curriculum and environment.
eg. view materials in context, work in pairs to determine important information, have information presented differently.

Question 47

Define modify.

Answer 47

to change somewhat the form or qualities of; to alter somewhat - to limit or reduce in extent or degree, to moderate…

Question 48

What are curriculum adjustments?

Answer 48

Aligning goals identified through the collaborative planning process with the Aus curriculum.

Aligning content demand to independent student need.

Question 49

What is the starting point for Differentiation?

Answer 49

1. identify essential core information, concepts or skills with the curriculum topic to be taught.
2. create different ways for the student to achieve the goal.
3. consider strategies for delivering help

Question 50

Why are homework assignments a useful type of modification?

Answer 50

Students may complete homework assignments to complete additional practice or to complete extension tasks. A benefit of this is that it is relatively private and completed at home, so students do not need to compare work.

Question 51

How can you adapt instructional materials?

Answer 51

• Worksheets may use known symbols alongside simple sentences.
• Present information in small blocks
• Colour Code
• Use prompts and sentence starters.

Question 52

What are some ways to differentiate the products of a lesson?

Answer 52

Students may choose the way they present their information/learning.

Question 53

What is a consideration to make when differentiating products of lessons?

Answer 53

Teachers should ensure the chosen product is still challenging to a degree and students are not creating a ‘watered down product’.

Question 54

How may a teacher adapt their teaching strategies?

Answer 54

According to the students needs.
Teachers may need to re-teach concepts in simpler language, ask various questions, give feedback and identify times where explicit teaching is needed.

Question 55

How might teachers adapt assessment?

Answer 55

Students may have problems demonstrating their knowledge. Teachers may simplify instructions, shortening tests and tasks or allowing longer time frames.

Question 56

How might an assessment format be modified?

Answer 56

• Enlarged print
• Leaving large answer spaces
• Different types of questions

Question 57

How might an assessment administration process be modified?

Answer 57

• Using oral questioning
• Use a scribe
• Rest breaks
• Use a laptop
• Move to a quieter environment

Question 58

What is the Universal Design for Learning (UDL)?

Answer 58

A model for providing differentiated pathways to studying a common curriculum. UDL caters for the needs of all students and highlights the importance of providing equal access to the curriculum.