2. Chapter 3: Clinical Teaching SPED 561 1© Witzel, 2009

3. What is clinical teaching Tailored learning experiences set to the needs of the individual child Follows the purpose of an IEP - individualization Synonyms –Remediation –Intervention –Educational therapy –Instructional strategies –“good teaching” 2© Witzel, 2009

4. Clinical Teaching cycle Starts with assessment of individual performance and needs Planning of the teaching task Implementation of the plan Evaluation of student performance Modification of the assessment 3© Witzel, 2009

5. Differentiated Instructional to Meet Learning Differences Teaching needs to be adapted to the needs of the students Do not teach to the middle, the lowest, or the highest. Teach to the needs of each student. Recognize the strengths of students and work with them rather than around them 4© Witzel, 2009

6. Provide Support Levine in a Mind at a Time (2002), in cooperation with the Schwab foundation, wrote that we need to help children recognize there is nothing wrong with thinking differently. Ways parents can help –Know thy child –Respond to gaps –Foster strengths, knacks, talents, and interests –Support education daily –Maintain and intellectual life at home –Foster optimism and a positive view of the future 5© Witzel, 2009

7. Types of differentiated instruction Psychological processing (perception, memory and attention) Cognitive strategies Direct instruction and mastery learning Special teaching techniques Psychotherapeutic teaching 6© Witzel, 2009

8. Differentiated environment Difficulty level Space Time Language Interpersonal relationship 7© Witzel, 2009

9. Instructional options Accommodations v modifications Increasing attention and academic engagement Peer tutoring and reciprocal teaching Explicit instruction Active learning Scaffolded instruction 8© Witzel, 2009

10. Connected Teaching Steps Best Practices consistent in math research literature: –Advance Organizer –Model –Guided Practice –Independent Practice –Feedback –Maintenance and Generalization Observe these steps in http://etv.jmu.edu/mathvids/ © Witzel, 20099

11. Let’s try some examples First some modeling “I do it” Then well work together on some “We do it” Then you try some on your own “You do it” © Witzel, 200910

12. Models of Information Transfer Cecil Mercer “I do it” “We do it” “You do it” Matt McGue The 5 steps to Apprenticeship 1.“I do, you watch, we talk” 2.“I do, you help, we talk” 3.“You do, I help, we talk” 4.“You do, I watch, we talk” 5.“You do, someone else watches” © Witzel, 200911

13. “I do it” “We do it” “You do it” What are the explicit steps to: 1.Changing floors using an elevator 2.Checking out at a grocery store 3.Greeting a new neighbor 4.Confronting your boss with a problem How does this process apply to your area of education? © Witzel, 200912

14. Summary A common complaint of administrators in inclusive settings is that teachers struggle to differentiate instruction. How could this be accomplished? Examples / Ideas? What instructional options could be employed on a daily basis? 13© Witzel, 2009