High Leverage Practices-Instruction

Based on the reading of instructional high leverage practices teachers need to assess individual student needs and adapt curriculum, what is NOT one way teachers can adapt curriculum?

• Use relevant technology

• Make modifications

• Decrease amounts of material

• Keep curriculum the same for all students

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

1. There are 12 different practices in HLV instruction and they are:

Identify and prioritize long and short term learning goals.

Systematically design instruction toward a specific learning goal.

Adapt curriculum tasks and materials for specific learning goals.

Teach cognitive and metacognitive strategies to support learning and independence. 

Provide scaffolded supports. 

Use explicit instruction

Use flexible grouping 

Use strategies to promote active student engagement

Use assistive and instructional technologies

Provide intense instruction

Teach students to maintain and generalize new learning across time and settings

Provide positive and constructive feedback to guide students learning and behavior

• True

• False

What do scaffolded supports do?

• Provide temporary assistance

• Provide extra work

  
  

• Provide long term assistance

• Provide less work

  
  

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

What is the best kind of instruction?

• Short

• Explicit

• Implicit

• Both Explicit and Implicit

Tags

CCSS.RI. 9-10.1

CCSS.RI.11-12.1

CCSS.RL.11-12.2

CCSS.RL.8.1

CCSS.RL.9-10.2

Marza- no and Pickering’s (2011) model of engagement organizes the essential components of engaging students around four questions that reflect the student’s perspective, and they are

How do I feel?

Am I interested?

Is this important?

Can I do this?

• True

• False

Tags

CCSS.RL.5.6

What do teachers use to identify long and short term goals in their instruction?

• Student’s prior knowledge on the topic

• 1. Goals from the IEP

• Grade-level standards

• All of the above

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

Lecture-based instruction helps to inform teachers how to prioritize learning goals for students with more severe disabilities.

• True

• False

What type of instruction has the elements of clear instructional goals, logical sequencing of knowledge and skills, and teaching students to organize content?

• Direct Instruction

• Explicit Instruction

• Systematic Instruction

• Implicit Instruction

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

What is a type of content enhancement teachers prepare ahead of time as a way to engage students by providing cues and allowing students to fill in key facts or concepts throughout teacher-led instruction?

• Graphic Organizers

• Guided Notes

• Mnemonics

• None of the above

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

What is a memory-enhancing strategy that helps students recall large amounts of unfamiliar information or make connections between two or more facts or concepts?

• Graphic Organizers

• Guided Notes

• Mnemonics

• None of the above

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10