1. Educational Psychology: Theory and Practice Chapter 9 & 12

2. Chapter 9: Organizing Questions What are Elements of Effective Instruction beyond a Good Lesson? How are Students Grouped to Accommodate Achievement Differences? What Is Mastery Learning? What are Some Ways of Individualizing Instruction?

3. Quality of Instruction 1. Lesson must make Sense Lessons MUST be Organized Lessons MUST have Examples, Demonstrations, Pictures & Diagrams 2. Teacher MUST Monitor Achievement Teacher MUST use Appropriate Pace of Instruction

4. Appropriate Levels of Instruction Students have different levels of: – Prior Knowledge – Skills – Motivation – Learning Rates – Learning Styles Teachers Must Adapt Instruction to meet the needs of all of their Students

5. Incentive/Motivation Work Learning is Work Students Need Recognition/Reward so that they will Exert Maximum Effort to Learn Praise, Stars, Checks, Prizes …………

6. Time Time for Instruction depends on: 1. Amount of Time Teachers Schedule for instruction. 2. The Time they Actually Teach. Classroom Management & Discipline Strategies affect Time for Instruction

7. Untracking/Mixed Ability Grouping Untracking Untracking = Placing Students in Mixed Ability Groups Stresses holding students to High Standards Extra Providing them with Extra Assistance when needed Every Success for Every Child through the use of: Cooperative Learning Project-Based Learning

8. Mastery Learning Based on the Work of Carroll Bloom Suggests: Additional Provide Students with Additional Time & Instruction needed to.... Mastery Criterion Achieve Mastery Criterion Assumes: Assumes: All Students can Learn Essential Skills

9. Individualizing Instruction Tailoring Instruction to a Student’s Needs Types of Individualized Instruction 1. Peer Tutoring & Cross-Age Tutoring 2. Adult Tutoring 3. Technology

10. Computer-Based Instructional Research Moderate- 1. Moderate-Sized Positive Effects on Achievement for Computer Based Instruction (CBI) Working Together 2. Children Working Together Produce Better Results—Pairs Working Together is Effective Boys 3. Boys Spend More Time on Computers NOT 4. Basic Instruction NOT Provided by Computers Small—Play a Minor Role. 5. Computer Use is Small Proportion of Instructional Time—Play a Minor Role. Computer Literacy 6. Computer Literacy is Taught in Many Schools

11. Organizing Questions Ch. 12 Who Are Learners With Exceptionalities? What Are Mainstreaming and Inclusion?

12. Percentage of Children Ages 3 to 21 Served under IDEA, Part B, by Disability during the 2000-2001 School Year

13. Students with Learning Disabilities Learning Disabilities Learning Disabilities (LD): impeding disorders impeding academic progress of people who are NOT Learning Disabilities Learning Disabilities (LD): impeding disorders impeding academic progress of people who are NOT Mentally Retarded Emotionally Disturbed

14. Identifying Students with Learning Difficulties IDEA 2004New EmphasisIDEA 2004 New Emphasis for Identifying Students with LD Response to Intervention-Response to Intervention--RTI ─ Ability to Profit from Increasingly Intensive Instruction. ─ Immediate, Preventive Services. ─ More Research Is Needed to Evaluate this Practice—RTI.

15. Some Characteristics of Students with LD OR 1.Normal Intelligence OR Even Giftedness. 2.Discrepancy between Intelligence and Performance. Or 3.Attention Deficit Or High Distractibility. OR 4.Hyperactivity OR Impulsiveness. 5.Poor Motor Coordination and Special Relation Ability. 6.Difficulty Solving Problems. 7.Immature Social Skills. OR 1.Normal Intelligence OR Even Giftedness. 2.Discrepancy between Intelligence and Performance. Or 3.Attention Deficit Or High Distractibility. OR 4.Hyperactivity OR Impulsiveness. 5.Poor Motor Coordination and Special Relation Ability. 6.Difficulty Solving Problems. 7.Immature Social Skills.

16. Some Disturbing Facts of Students with Learning Disabilities Lower 1.Tend to have Lower Academic Self-Esteem. 2.Boys 2.Boys are More Likely than Girls to be Labeled as Learning Disabled. 3.Overrepresented 3.Overrepresented in Special Education Classes are: African Americans, Latinos and Children from Families in which the Head of the Household has NOT Attended College. Lower 1.Tend to have Lower Academic Self-Esteem. 2.Boys 2.Boys are More Likely than Girls to be Labeled as Learning Disabled. 3.Overrepresented 3.Overrepresented in Special Education Classes are: African Americans, Latinos and Children from Families in which the Head of the Household has NOT Attended College.

17. Attention Deficit Hyperactivity Disorder (ADHD) Difficulties maintaining attention because of a limited ability to concentrate. Impulsive actions, Attention Deficits, and Sometimes Hyperactive Behavior. Acting before thinking Inattentiveness & difficulty sitting still.

18. Students with Emotional and Behavioral Disorders emotional and behavioral Any of the following are conditions of emotional and behavioral disorders: cannot 3. Inability to learn cannot be explained by intellectual, sensory, or health factors. interpersonal 4. Inability to establish interpersonal relationships with peers & teachers. Inappropriate 5. Inappropriate behavior under normal circumstances. 6. Tendency to develop physical symptoms, pains, and fears related to personal/school problems. 1. Aggressive Behavior. 2. Withdrawn and Immature Behavior.

19. Students with Sensory, Physical, and Health Impairments Sensory Impairments: problems with the ability to see/hear OR receive information through the body’s senses Physical Disorders 1. Cerebral Palsy. Spina Bifida 2. Spina Bifida 3. Spinal Cord Injury 4. Muscular Dystrophy Health Disorders 1. AIDS 2. Seizure Disorders 3. Diabetes 4. Cystic Fibrosis 5. Sickle Cell Anemia

20. Students with Sensory, Physical, and Health Impairments— Hard of Hearing Complete Range from Complete Deafness to Problems that can be Alleviated with a Hearing Aid. lassification C lassification depends on measures required to correct the problem.

21. Individualized Education Program (IEP) ProgramProgram Tailored to the Needs of a Learner with Exceptionalities. Prepared by School Professionals. SignedSigned by Parents/Caregivers—school is therefore HELD Accountable for Promised Services. Parents/Caregivers MUST be Informed of Any Changes in the Program.

22. Array of Special Education Services Often Organized from Least to Most Restrictive. 1. General Education Classroom Placement. 2. Collaboration with Consulting Teachers and Other Professionals. 3. Resource Room Placement. 4. Special-Education Class Placement with Part- Time Inclusion. 5. Self-Contained Special Education 6. Related Services.

23. Least Restrictive Environment Separate School Separate Class General Education Class Resource Room

24. Inclusion InclusionInclusion (once called mainstreaming): ─ Placing Students with Special Needs in General Education Classes for at LEAST Part of the Day. Full Inclusion:Full Inclusion: ─ Students with Disabilities/At Risk receive ALL their Instruction in a General Education Class. ─ Support Services are Brought to the Student. InclusionInclusion (once called mainstreaming): ─ Placing Students with Special Needs in General Education Classes for at LEAST Part of the Day. Full Inclusion:Full Inclusion: ─ Students with Disabilities/At Risk receive ALL their Instruction in a General Education Class. ─ Support Services are Brought to the Student.

25. Inclusion—Continued Research DemonstratedResearch Demonstrated that Inclusion is Successful when the Following Activities are used: 1.Cooperative Learning. 2.Buddy Systems. 3.Peer Tutoring. 4.Computer Instruction. 5.Modification in Lesson Presentation—Adapting Instruction. 6.Extended Time for Activities and Tests. 7.Regular Training in Social Skills. 8.Teaching Learning Strategies and Metacognitive Strategies. 9.Special Education Teams—General Education Teacher is Involved in all the Conferences for the Student with Disabilities. Research DemonstratedResearch Demonstrated that Inclusion is Successful when the Following Activities are used: 1.Cooperative Learning. 2.Buddy Systems. 3.Peer Tutoring. 4.Computer Instruction. 5.Modification in Lesson Presentation—Adapting Instruction. 6.Extended Time for Activities and Tests. 7.Regular Training in Social Skills. 8.Teaching Learning Strategies and Metacognitive Strategies. 9.Special Education Teams—General Education Teacher is Involved in all the Conferences for the Student with Disabilities.

26. Gifted and Talented Students Giftedness: Students with Abilities in a Wide Range of Activities—including the Arts. Characteristics of Gifted & Talented Students: Characteristics of Gifted & Talented Students: 2. 2. Academically superior. 3.. 3. May learn to read early. 4. 4. High academic achievement. 5. 5. High self-concepts. 6. 6. May suffer from perfectionism. 1. Strong Motivation.

27. Gifted and Talented Students Education of Gifted & Talented Students: 2. Curriculum Compacting. 3. Use of General Exploratory Activities. 4. 4. Group Training Activities. 1. Acceleration Versus Enrichment Programs 5. Individual and Small-Group Investigations of Real Problems. Suggestion: Suggestion: Infuse Activities from Above into the Regular Curriculum for ALL Students— eliminating the need to physically separate GT Students from their Peers.