Chapter 13

• Learners with difficulty remembering and focusing have learning characteristics that make receiving and interpreting information challenging.
• Academic Systems and Behavioral Systems are two different tiers of intervention.
• When teaching mathematics, learners should be exposed in a problem-solving approach and strategies using day to day life examples instead of making them learn "rules of the thumbs" or fundamental rules alone.
• Error Analysis: The reason for committing errors in mathematical computations provides information on specific problems experienced by learners.
• Common errors include the concept of place values, computational facts, using wrong process of calculation, poor concept of carry over and working from left to right and reversal direction.
• Teaching mathematics should be motivational than teaching computation skills without a context.
• Tier lll of intervention involves providing additional instruction and time to individual students or small groups.
• Response to Intervention is an approach to providing intervention.
• Universal Design for Learning (UDL) is an educational framework and set of principles that maximizes learning opportunities for all learners by creating and implementing lessons with flexible goals, methods, materials, and assessment.
• The three principles of Universal Design for Learning (UDL) are: multiple means of representation to give diverse learners options for acquiring information and knowledge, multiple means of action and expression to provide learners options for demonstrating what they know, and multiple means of engagement to tap into students' interests, offer appropriate challenges, and increase motivation.
• Direct Instruction (DI) is an evidence-based practice effective in increasing learners' achievement across different skills and content areas.
• Teaching Components could be used for Explicit Instructions.
• Self-Monitoring is a behaviorally-based intervention that promotes self-regulation, in which a person observes own behavior systematically and records the occurrence and non-occurrence of a specific behavior.
• Explanation and Modeling is a clear step-by-step procedure providing examples and non-examples of the topic for the day.
• Independent Practice are developed activities intended for learner practice in an independent approach.
• Explicit Instruction is a direct and systematic approach to instructional design and delivery in which students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practices with feedback until independent mastery has been achieved.
• Kinesthetic Auditory Visual Emphasis Methods make the reader to correctly write and read own written words, combining the sense of touch, hearing and seeing, and then move to a more extensive reading materials.
• Language Experience Approach attempts to integrate reading skills with that of development of listening, speaking and writing skills, following their basic elements: (1) what a child thinks about, can talk about, (2) what the child can say, can write, (3) what a child writes, can read.
• A Lesson Opener could be in a form of a question to arouse the interests of the learners about the topic to be discussed.
• Guided Practice are opportunities for learner practice and exercise where providing of feedback is provided it necessary.
• Direct Instruction (DI) incorporates active responding to information with systematic error and a system for monitoring progress.
• Response Cards is a method in Direct Instruction (DI) that helps identify scenarios that learners will respond to through the following steps: creating student response cards using index cards, posing a question regarding the lesson discussed and waiting learners' response cards, and performing a quick scan across the class to see learners' answers.
• Studies suggest that explicit instruction including practice and feedback could help learners develop basic skills in writing.
• Directed Reading -Thinking Activity is an assessment strategy first introduced by Goodman(1969) that helps the teacher identify cueing systems used by readers.
• Miscue Analysis of Oral Reading is a strategy used to identify the cueing systems used by readers.
• Cognitive Strategy Instruction in Writing was developed by Englert and her associates (1992) as a research program aimed at developing learners' expository writing and knowledge of various ways that a text could be organized.
• Instead of focusing on errors, miscue analysis focuses on what the reader is doing right, to help build on the existing reading strategies.
• Study Test Technique is a strategy where pretests are given at the beginning of each unit of study where the words misspelled become the learners' study list.
• The stages in the method include: (1) finger tracing of words on the paper while pronouncing the same word aloud (actile kinesthetic), (2) learning new words by looking at the teacher's written copy of the word, speaking to self and writing it down (visual), and (3) learning directly from the words by looking at a printed word and saying it to himself before writing, recognizing new words, and learning about their similarity to printed words.
• Writing Instruction for learners with difficulty in writing includes problems with basic skills in handwriting, spelling, punctuation, and grammar.
• Motivational Approach is a strategy that focuses on the learner's motivation.
• Postest is a strategy where a test is given after the unit to determine the learners' mastery.
• Self Regulation is a strategy that requires the writer's continuous vigilance of the graphic, syntactic and semantic errors that happens in writing.
• Reading is a thinking activity, and in order to direct reading to the thinking process, metacognition should be applied by the reader, asking himself questions as: (1) what do you think? -determine the material for reading, (2) why do you think? find out the meaning out of it, and (3) can you prove it?find the purpose to develop reasoning.
• Graham and Harris (1987), Instructional Procedures: (1) pre-skill development, (2) review of current performance level; (3) discussion of executive strategy (4) modeling of the strategy and self instruction, (5) master of the strategy, (6) collaborative practice, and (7) independent performance.