Delivery Of Higher-Order Thinking Lesson

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Part 1: Lesson Plan

For this field experience, you will deliver your mentor’s lesson plan or activity to either your whole field experience classroom or to a small group of students that your mentor teacher has selected.

Incorporate information learned during Topics 1-3 into the lesson, as well as higher-order activities, questions, and/or discussions.

Once you have implemented your lesson plan, discuss the success and challenges with the lesson with your mentor teacher. Ask for feedback and suggestions for future modification.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Part 2: Reflection

In 250-500 words, summarize and reflect upon the lesson and your delivery.

Include the following in your reflection:

  • Brief summary of the lesson delivered, including strategies and assessments
  • Discuss the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place. Include a discussion of what went well.
  • Describe ways in which higher-order thinking could have been more deeply embedded into the lesson.
  • Identify the areas that went well and areas in which to improve.
  • Reflect on how this experience will affect your future professional practice.

You do not need to include the lesson plan in your assignment submission; however, you are encouraged to include any relevant artifacts that will assist you in your reflection.

Use the “Recognizing Words in Print Template” to complete this assignment.

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Recognizing Words in Print: Strategies and Activities

  

When teaching students to recognize words in print, teachers can use a variety of activities before, during, and after reading to help students understand words, word meanings, and how words go together. Utilizing appropriate strategies that incorporate print concepts will help increase students’ word recognition skills.

Use the “Recognizing Words in Print Template” to complete this assignment.

Part 1: Strategies

Research and summarize, in 250‐500 words, a minimum of five strategies for teaching word recognition and print concepts to elementary students with language delays or disabilities. Keep in mind strategies that help students monitor for their own errors. Within your summary, identify the conditions under which the identified strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).

Support your findings with 2‐3 scholarly resources.

Part 2: Activities

Identify a small group of 2‐3 kindergarten students, using the “Class Profile,” who would benefit from further development of their word recognition or print concepts skills.

Identify a text appropriate to use with the small group identified. You may use Appendix B of the Common Core English Language Arts Standards to help you determine an appropriate text for the lesson.

Draft a 250‐500 word outline summarizing three activities to reinforce word recognition and print concepts, utilizing the identified text.

Be sure to incorporate at least three of the strategies from Part 1 into your activities.

Part 3: Rationale

In 250‐500 words, rationalize your instructional decisions from Part 2. Be sure to explain how the identified strategies and activities enhance the language development of the students in the identified small group. Cite the “Class Profile” where appropriate.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Discussion 1: Evidence-Based Practices: How Do You Know They Are Working?

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For this Discussion you will develop a working definition of “evidence-based practice” after reading different perspectives on what it means for practices to have a strong evidence base. This definition will assist with future modules as you explore what evidence-based practice looks like in academic and social-emotional instruction within special education.

To prepare:

· Review this module’s Learning Resources and analyze the perspectives for what makes a strategy evidence-based.

· Develop a definition of “evidence-based practice” based on the information gathered from the readings.

· Select two peer-reviewed articles written within the past 3 years that report on a study using evidence-based practices to support your definition.

· Review the Appendix B Checklist from the U.S. Department of Education’s Identifying and Implementing Educational Practices Supported by Rigorous Evidence article in the module’s Learning Resources.

· Review the CEC Standards for Evidence-Based Practices in Special Education.

· Review the CEC evidence-based practice news release.

Post your “evidence-based practice” definition and an evaluation of your selected articles addressing the following:

· A citation for each article and an explanation as to why it was selected

· How would you evaluate the findings based on the checklist? How do the articles measure up to the standards addressed in the checklist?

· How might someone evaluate an observed teaching practice to determine the extent to which it is research-based?

· In what ways might there be differences in the interpretation of what evidence-based specialized instruction is, depending on the particular disability area?

Support your responses with specific references to the Learning Resources and outside resources, as well as personal experience.

Learning Resources

Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Boston, MA: Pearson.

  • Chapter 1, “Introduction”
  • Chapter 2, “Characteristics of Students with      Diverse Learning and Curricular Needs”

Burns, M. K., & Ysseldyke, J. E. (2009). Reported prevalence of evidence-based instructional practices in special education. Journal of Special Education, 43(1), 3-11.

Cook, B. G., & Cook, S. C. (2013). Unraveling evidence-based practices in special education. The Journal of Special Education, 47(2), 71-82.

Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365-383.

Test, D. W., Kemp-Inman, A., Diegelmann, K., Hitt, S. B., & Bethune, L. (2015). Are online sources for identifying evidence-based practices trustworthy? An evaluation. Exceptional Children, 82(1), 58-80.

Council for Exceptional Children. (2014). Council for Exceptional Children standards for evidence-based practices in special education. Retrieved from http://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/EBP%20FINAL.pdf

Council for Exceptional Children. (2014). CEC releases evidence-based practice standards [Press release]. Retrieved from http://www.cec.sped.org/~/media/Files/Standards/Evidence%20based%20Practices%20and%20Practice/CEC%20Evidence%20Based%20Practice%20News%20Release.pdf

Note: Students will use this as resource for the remainder of the course.

U.S. Department of Education. (2003, December). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Retrieved from http://www2.ed.gov/rschstat/research/pubs/rigorousevid/guide.html#title

Note: Look for the PDF download link.

What Works Clearinghouse. (2008). Procedures and standards handbook (version 2.1). Retrieved from http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_procedures_v2_1_standards_handbook.pdf

Required Media

Laureate Education (Producer). (2012b). Introduction to specialized instruction [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 2 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Read the STAR Sheets on the possible strategies listed above.

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IRIS Center for Faculty Enhancement

Welcome to the IRIS Center

101 Hill Student Center, Peabody College

Vanderbilt University

Nashville, TN 37203

1-866-626-IRIS, iris@vanderbilt.edu

U.S. Department of Education Project #H325F010003

ENCOURAGING APPROPRIATE

BEHAVIOR Created by

Christina M. Curran

Central Washington University

 

 

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To contact the IRIS Center:

MAIL: Deborah D. Smith, Ed.D., Project Director IRIS Center for Faculty Enhancement 101 Hill Student Center Peabody College Vanderbilt University Nashville, TN 37203

PHONE: (615) 343-6006 (866) 626-IRIS [626-4747]

FAX: (615) 343-5611

E-MAIL: iris@vanderbilt.edu

ONLINE: http://iris.peabody.vanderbilt.edu

Contents: Page

Case Study Level A, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Case Study Level A, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Case Study Level B, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Case Study Level B, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Case Study Level C, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

STAR Sheet: Specific Praise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-9

STAR Sheet: Criterion-Specific Rewards. . . . . . . . . . . . . . . . . . . . . . . . . . . 10-12

STAR Sheet: Choice Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-14

STAR Sheet: Effective Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15-17

STAR Sheet: Contingent Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-20

STAR Sheet: Group Contingency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21-23

Faculty Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24-29 For a faculty guide to this case study unit please e-mail the IRIS Center at

iris@vanderbilt.edu with your full name, title and institutional affiliation.

 

 

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ENCOURAGING APPROPRIATE BEHAVIOR Level A • Case 1

BACKGROUND Student: Sam

Age: 14.2

Grade: 8th

SCENARIO Sam is an 8th grader who is not finishing his work due to his off-task behaviors. According to

his records, this has been an ongoing problem since third grade. His grades have become progressively worse this year. His academic grade in his social studies class (and in most of his other classes) is at 65% because assignments are rarely completed or are done very haphazardly. When Sam does start an assignment, he often rushes quickly through the assignment, making a number of errors and overlooking information. His teacher reports the following types of off-task behaviors: reading books and magazines, drawing and doodling, daydreaming, and talking to friends and neighbors. These behaviors occur most often during independent work times and rarely during large group/whole class activities. Based on the assignments he completes and his class participation in group activities, Sam’s social studies teacher believes he is capable of the grade-level work. From the information gathered, his teacher has decided that Sam will achieve the following goals within six weeks:

• Increase the number of independent assignments completed • Earn 80% or higher on all completed assignments

POSSIBLE STRATEGIES • Specific Praise • Criterion-Specific Rewards • Choice-Making

! ASSIGNMENT 1. Read the STAR Sheets on the possible strategies listed above. 2. Write a summary of each strategy, including its purpose. 3. Describe why each strategy might be used to help Sam meet one or more of his goals.

 

 

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BACKGROUND Student: Heather

Age: 8.1

Grade: 3rd

SCENARIO Heather is a third grader in Ms. Reyes’ classroom of 24 students. Heather enjoys school and often

arrives early so she can spend time with friends on the playground. Ms. Reyes, however, is concerned because Heather is disrupting the class. She reports that Heather calls out answers during lessons, speaks over others during class discussion, and talks to neighbors during group and independent work. For 25 minutes each day, Heather and two peers receive resource room support in math. Heather’s resource room teacher has not noticed any of these behaviors. Ms. Reyes decides to set these goals for Heather for the next nine weeks:

• Raise her hand and wait to be called before speaking • Decrease interruptions and wait for others to finish before adding to discussions • Complete independent work quietly

POSSIBLE STRATEGIES • Effective Rules • Contingent Instructions • Group Contingency

! ASSIGNMENT 1. Read the STAR Sheets on the possible strategies listed above. 2. Write a summary of each strategy, including its purpose. 3. Describe why each strategy might be used to help Heather meet one or more of her goals.

Encouraging Appropriate Behavior Level A • Case 2

 

 

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BACKGROUND Student: Doug

Age: 7.9

Grade: 2nd Grade, 2nd Semester

SCENARIO Doug loves science and hands-on activities. He is extremely interested in dinosaurs and robots,

and enjoys using the computer for games. Doug has shared that he likes putting together “Lego” sets and has brought several in to the classroom to share. Doug, however, is not performing well at school. His teacher and his parents are concerned. He is failing grade level requirements in reading and math, yet he has tested at grade level in these areas. Doug does have an identified learning disability and receives resource room assistance in written expression.

Doug gets easily frustrated when he has to copy and write assignments in any subject. He does have a computer available to use in the classroom as needed. His second grade teacher, Mr. McGrady, believes Doug is capable of the work required in class. Mr. McGrady has noted that Doug participates in class discussions and hands-on activities; however, he avoids and rarely starts assignments by himself. Mr. McGrady reports that while other students begin assignments, Doug can be found fiddling with “Lego gadgets” and drawing robots. Getting Doug started on most independent work activities is like pulling teeth. Based on this information, Mr. McGrady has selected these goals for Doug to achieve within the next three months:

• Begin independent work assignments promptly • Increase the number of completed assignments

POSSIBLE STRATEGIES • Specific Praise • Criterion Specific Rewards • Choice-Making • Effective Rules • Contingent Instructions • Group Contingency

! ASSIGNMENT

1. Read the STAR Sheets on the possible strategies listed above. 2. Select one strategy you feel would best address Doug’s goals. 3. State why you selected this strategy to address the goals. 4. Describe how you would implement this strategy in your classroom and any cautions for its use.

ENCOURAGING APPROPRIATE BEHAVIOR Level B • Case 1

 

 

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ENCOURAGING APPROPRIATE BEHAVIOR Level B • Case 2

BACKGROUND Student: Ellie

Age: 14

Grade: 9th grade, 1st semester

SCENARIO Ellie is a 9th grader who has just moved to the community from another city. She is quiet and

withdrawn and doesn’t appear to have made many new friends. She often sits alone in the back of the classroom and doesn’t volunteer responses, ideas, or engage in class discussions. While she does most, if not all, of the independent work required of her, she does not actively participate in any partner or cooperative activities. She avoids group contact by reading or drawing quietly or asking to be excused to go to the restroom, locker, or office. From all the information the teachers have gathered and their observations, Ellie appears to be able to read and write on grade level.

Mr. Salinas, Ellie’s English teacher, is quite concerned because her nonparticipation in group activities is beginning to cause some resentment from her peers. Some students have stated they don’t want to be placed in a group with Ellie because, “She won’t help out and it just drags us down. It’s like she doesn’t even know we’re there.” Academically, this is also impacting Ellie’s grade in English class because several of the semester competencies and assignments require peer and group interaction. There are upcoming small group literature discussion activities and peer editing/writing support groups. Mr. Salinas believes Ellie is capable of the work and sets the following goals for her to achieve by the end of the semester:

• Increase her participation in class discussions and conversations • Effectively interact within literature discussion activities and peer editing/writing groups

POSSIBLE STRATEGIES • Specific Praise • Criterion Specific Rewards • Choice-Making • Effective Rules • Contingent Instructions • Group Contingency

! ASSIGNMENT 1. Review each of the STAR sheets on the possible strategies listed above. 2. Select one strategy that you feel would best address Ellie’s goals. 3. State why you selected this strategy to address the goals. 4. Describe how you would implement this strategy in your classroom and any cautions for its use.

 

 

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BACKGROUND Student: Zach; Patrick

Age: 10.10; 11.4

Grade: 5th grade, 2nd semester; 5th grade, 2nd semester

SCENARIO Patrick and Zach are 5th graders in Mrs. Anderson’s class of 25 students. The class has 13 boys

and 12 girls. Three students in the class have identified disabilities and receive resource room support. Zach is one of these students and has a specific learning disability in reading. He receives 30 minutes of resource room support daily to address reading goals. Zach enjoys math. He especially enjoyed the geometry unit the class just completed. He is typically a quiet worker during independent work time. It’s not unusual for Zach to come in during recesses or stay after school to feed the class guinea pig.

Patrick, another student, likes participating in classroom skits and plays. He enjoys telling funny stories and “being in the limelight.” Patrick is an average student academically. He participates in community sports and especially likes softball. Other students say he “doesn’t stop talking.”

Mrs. Anderson is about ready to pull her hair out because of a growing number of disruptions that have been occurring in the classroom. Patrick and Zach seem to be magnets for these disruptions. Mrs. Anderson has observed that Patrick and Zach appear to be “at each other” constantly. Not only do they get off task at these times, but the rest of the class is drawn into spectator sport. Unfortunately during these disruptions, little classroom work or instruction gets done. Mrs. Anderson has noted the following behaviors of concern:

Zach Patrick Responds angrily to teasing by yelling back and sometimes even crying

Teases Zach (and other students at times) by name calling, comments, etc.

Argues with Patrick Calls out during class or gives unrelated or inappropriate informa- tion during class discussion when called on

Pushes Patrick if he doesn’t re- spond to his requests or comments

Argues with Zach (or other stu- dents) when asked to stop teasing or halt other undesired behavior

! ASSIGNMENT 1. Create a priority list of 2 critical goals each for Patrick and Zach. 2. Identify 2-3 strategies you could use to address the goals you listed. 3. Provide a rationale of why you selected these strategies. 4. Choose 1 strategy to implement immediately and justify your selection and discuss what information

you used to support this. 5. Describe how you would implement this strategy if you were the classroom teacher, and any possible

cautions or considerations that you should be aware of.

ENCOURAGING APPROPRIATE BEHAVIOR Level C • CASE 1

 

 

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WHAT IT IS… Specific praise includes verbal or written statements to a student that recognize a desired or correct behavior. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational.

WHAT THE RESEARCH AND RESOURCES SAY… • Praise can be used to build positive relationships with students and assist in creating a supportive

classroom environment (Brophy, 1998; Emmer, Evertson, & Worsham, 2003; Shores, Gunter, & Jack, 1993).

• Powerful, appropriate praise is: nonjudgmental; specific and descriptive; contingent and immediate; and sincere (Brophy, 1998; Duncan, Kemple & Smith, 200; Weinstein, 2003).

• A variety of types of praise should be used to avoid overuse and satiation (Brophy, 1998). In some cases praise should be used in conjunction with other types of reinforcements or rewards (Duncan et al., 2000; Kerr & Nelson, 2002).

• All students need to experience success. Ensure that each student receives some form of sincere and accurate praise or recognition (Evertson, Emmer, & Worsham., 2003).

• Some students, particularly adolescents, do not find public praise reinforcing or pleasant (Emmer et al., 2003; Maag, 2001; Weinstein, 2003).

• Teachers must adjust their use of praise and how it is delivered for individual students. Some students have long histories of obtaining attention through misbehavior rather than appropriate conduct. For these students, combining praise with other forms of reinforcement and behavior strategies may be needed. (Piazza et al., 1999).

• The effectiveness of the praise depends on the “richness” of the reinforcement currently available in the student’s enviroment (Sulzer-Azaroff & Mayer, 1991).

TIPS FOR IMPLEMENTATION… • Deliver Effective Praise Statements

a. Be nonjudgmental. Praise the student’s accomplishment, or behavior, not his/her achievement when compared with that of others.

Example: “Doug, you really did a great job of being prepared for class today by bringing your pencils and notebook.”

Nonexample: “Doug I’m glad you brought your supplies today like everyone else.”

 WHAT A STAR SHEET IS… A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that can help you solve the case studies in this unit.

encouraginG appropiate behavior

specific praise

 

 

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• Be specific and include detail.

a. Avoid global positive statements. Example: “Wow, Keesha! You used several vivid terms in your paragraph to describe the

story setting. Your use of adjectives has really increased.”

Nonexample. “Wow, Keesha! Great writing today!”

• Be sincere and credible.

a. Use statements that underscore the student’s actual efforts and accomplishments. Make sure your voice and body language match the content of your message. Example: “Hector, you set up the multiplication problem correctly, placing all numbers

in the appropriate columns. You are ready now to work on the next part of the problem.”

Nonexample: “Hector, you really did a great job solving your multiplication problems today.”

• Deliver immediate praise in close proximity to the student for whom the praise is intended. Move around the classroom frequently so you can be prepared to “catch them being good.”

• Utilize a variety of verbal and written praise. • Give praise to several students at the same time. Or, provide praise privately to avoid the embarrassment

some students feel when being singled out in public situations.

• Evaluate and Adjust Praise

a. Take time to evaluate if your praise is working. Ask yourself:

– Is the praise effective? Do the students seem to like the attention provided when I praise?

– Do they maintain or improve the praised behavior?

– Do I provide each student some form of praise daily?

– Do I maintain a positive balance of positive to negative statements in my classroom?

– Do I include variety in my use of praise?

b. Revise the type, delivery, or frequency of praise as needed based upon individual student responses or needs.

c. Use frequent praise when new behavior and skills are taught. As the skill is mastered, this frequency should be gradually reduced to a more intermittent schedule.

KEEP IN MIND… • Effective praise can be used to create a positive classroom atmosphere and enhance relationships with

students. When it is effectively used it may prevent certain types of behavior. • Effective praise should be individualized for students in its content and delivery. • Teachers must ensure that positive exchanges and statements occur more frequently than reprimands in

their interactions with students.

 

 

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RESOURCES… Brophy, J. (1998). Motivating students to learn. Boston, MA: McGraw Hill.

Duncan, T. K., Kemple, K. M., & Smith, T. M. (2000). Reinforcement in developmentally appropriate early childhood classrooms. Childhood Education, 76, 194-203.

Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2003) Classroom management for secondary teachers (6th ed.). Boston, MA: Allyn & Bacon.

Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003) Classroom management for elementary teachers (6th ed.). Boston, MA: Allyn & Bacon.

Kerr, M. M., & Nelson, C. M. (2002). Strategies for addressing behavior problems in the classroom (4th ed.). Columbus, OH: Merrill Prentice Hall.

Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional Children, 67, 173-186.

Piazza, C.C., Bowman, L. G., Contruci, S. A., Delia, M. D., Adelinis, J. D. & Goh, H. L. (1999). An evaluation of the properties of attention and reinforcement for destructive and appropriate behavior. Journal of Applied Behavior Analysis, 32, 434-449.

Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting events for coercion. Behavioral Disorders, 18, 92-102.

Sulzer-Azaroff, B. & Mayer, G. R. (1991). Behavior analysis for lasting change (2nd ed.). Fort Worth, TX: Harcourt Brace.