Module 2 Engaging Students

Guided Notes and Outlines Mnemonics Task Analyses Feedback and Reinforcements 6. The Key Concepts 3. Last Section: Universal Design 1.Current Module: Engaging Students 4. Next Module: Differentiating Instruction 5. Big question: How do we motivate and guide students in Their learning? 2. Is about: 2. Is about: 7. Self-test questions 1.How could a teacher use a graphic organizer from Module 1 as guided notes? 2.What are the two common types of mnemonics? 3.Name one strategy for increasing the frequency of feedback 4.What is grandma’s principle? 5.Name three ways to train students using a task analysis 8. Unit Schedule 1.Discussion about guided notes and feedback 2.Demonstration of a feedback strategy 3.Discussion of reinforcements 4.Discussion of task analyses 5.Group exercise on task analyses and mnemonics Graphic Organizer for CTE in Mixed-Ability Classrooms-Module 2

2.A. Guided Notes and Outlines

Guided Notes and Outlines A number of books and websites explore this topic including Guided notes can include: Having students fill in blanks in the graphic organizers discussed in module 1. Having students fill in blanks in outlines or answers to questions distributed by the teacher Guided notes can be handed in at the end of class to assess student comprehension

6. The Key Concepts 3. Last Unit:1.Current Unit:4. Next Unit: 5. Big question 2. Is about: 2. Is about: Student Guided Outline MatrixDate:

An example of a guided notes question Guided note question: What are the four key concepts to learn in the Module: Engaging Students? G____________ ______________ M_____________ F _____________ and _________________ T ______________ _______________

2.B. Mnemonics

Mnemonics Key word mnemonics are good for remembering facts or events Uses mental or actual pictures to recall words For example, “Robert Baer is from Wooster” can be illustrated by a robber bear (bear in a mask) chasing a rooster (for Wooster). Acronyms good for remembering lists “HOMES” to remember Great Lakes, Huron, Ontario, Michigan, Erie, and Superior

2.C. Using Feedback and Reinforcements

Feedback Feedback should be frequent but not over done Avoid embarrassing students. Use subtle feedback such as thumbs up. Create more frequent feedback Have students write answers on marker board and hold these up instead of raising hands Have students turn in smaller portions of assignments or work at a time Ideas for strengthening the effect of feedback Get to know about students by having them fill out cards about their interests, sports teams, family, etc. Build relationships with students by providing feedback that shows you know them

Reinforcements Positive reinforcements Intrinsic reinforcements are those that come normally come from completion of the task (e.g. satisfaction, routine verbal praise) Extrinsic reinforcements are those that have been added to increase student motivation (e.g., tokens, edibles, activities, etc.) Extrinsic reinforcements may undermine intrinsic reinforcements and should be used with care and faded as soon as possible Premack or “grandma’s principle” “I will do what you want me to do, when you do what I want you to do.”

2.D. Task Analyses

Task Analyses Task analyses Task is broken down into steps Smaller steps for students experiencing difficulty with a task Teaching using task analyses Backward chaining -teaches last step until mastered, then last two steps, etc. Forward chaining -teaches first step until mastered, then first two steps, etc. Whole task chaining teaches all steps together

Recording Progress with Task Analysis 1. Cross out steps completed independently 2. Circle total number of steps completed 3. Connect circles to create graph of progress

Group Exercise for Module 2 Develop a task analysis for a common household task Develop a mnemonic to help the student remember the steps in the task analysis Describe how you would reinforce or give feedback to the student in terms of: What reinforcement or feedback you would use When you would provide this reinforcement or feedback How you would begin phasing out the reinforcement or feedback