Direct Instruction Analysis

Data from baseline, performance, retention, and transfer sessions was recorded on paper by the learner, and then transferred into Microsoft Excel and Microsoft Word for further analysis. Results were put into a formula and answers were plotted on graphs to observe student learner. Standard deviation was also calculated to observe consistency of student learning.

Reinforces important lesson concepts and prepares students for the next lesson. Loops back to the objective and involves students.

In the beginning of each lesson several planned supports are introduced to ensure that the focus learner understand the lesson objective and subsequent lesson goal. The two to three planned supports in lesson one compliments the focus learner preference in learning and align with the IEP goal. The planned supports are mainly visual and kinesthetic in nature and they include various Manipulatives, wall charts, YouTube videos, guided notes, and lesson worksheets assessments that are intended to assist the student in achieving the lesson objectives. They are also intended to help the student remain engaged during explicit, guided, and cooperative instructions. The Smart board will be used by the teacher to support differentiation of instruction and by the student to express in writing learning of the lesson objectives. Worksheets will be used for independent and extended practice on concepts taught and the results used to help guide instruction in satisfying the learning goal and the IEP goal. As the focus learner becomes confident the amount of supports are reduced to reflect the IEP

For example, during writing tasks, rather than asking Connor to write a recount, he would be asked to only write the orientation. This would be broken down step by step into ‘when’, ‘who’, ‘what’ and ‘where’. To assist Connor to persist with more difficult tasks he is provided with constant feedback and encouragement to reinforce correct practice (Seely Flint et al., 2014; Woolfolk & Margetts, 2010). During cooperative learning activities Connor is paired with a supportive partner who can tutor, scaffold and extend him. The effectiveness of these strategies will be assessed through daily observations, analysis of Connor’s work and collection of checklists to see if they have been marked off properly.

Repetition of a particular skill enables a worker to become more competent in [performance, and eliminates poor practice.

Each skill is examined and shown how the program transfers knowledge of the skill to the student. One of the recurring items is the major assignments that the students must complete the projects more than the instruction itself is what students learn the most from. I also noticed that more time is spent on teaching communication to students than any other skill in the handout.

i-Ready seems to be a great technology that monitors students’ progress. I like that this diagnostic test provides a deep evaluation for every students and customizes each test to track the student’s growth and performance. i-Ready also keeps track of the students entire K-12 educational career, which is great because it accurately demonstrates the student’s progress in reading and mathematics from when they start school to when they complete high school. Educators can see exactly what level their student is on before they graduate and enter college. Not only does this tool show what each student need assistance in. The program also identify why the student is struggling and what can be done to fix the problem.

And therefore utilizes six variables as an integral part of the teaching procedure that include Errorless teaching, Most-to-least Prompts, Variable Ratio of Reinforcement, Mix and Vary instructional Demands, Intersperse Easy and Hard Demands and lastly Fluency , using discrete trail teaching as well as Natural Environment Teaching for carrying out effective and efficient teaching ( Lesson 5, ppt, Slide-15)

The execution of the IR intervention plan was presented to two students at a time. The graduate student tutor selected six letters, four known and two unknown, from pop-up menus. The two unknown letters were assessed separately. The students were presented with the first unknown letter first. The tutor demonstrated the letter sound, and then the students reflected the sound. The first unknown letter was then paired with the four known letters and were presented in a pattern. The second unknown letter was demonstrated and presented the same way. However, the fourth known letter from the preceding set was deleted to maintain the known to unknown ratio. Pre-assessment and IR results were recorded for data

From there the goal would be to increase the student’s ability to correctly identify, and apply the operation they need to improve upon. One group

The specialization I would choose is behavioral analysis/profiling. Profiling is a technique that attempts to identify the behavioral, cognitive, emotional, and demographic characteristics of a person based on information gathered from a wide range of sources. I would specialize in this because of the challenge of describing an “unsub” and steeping into the mind of the criminal in order t determine these certain characteristics. I would be able to think like someone who commits: arson, terrorist attacks, burglary, shoplifting and robbery, internet crimes, and fraud and embezzlement. I would genuinely be interested in all the stages of profiling: input (collecting information), decision process (meaningful patterns and victim and offender

Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The effect of instructional

Explicit and implicit code of instruction were used in a phonics sorting activity. During the activity a list of words with vowels, cvc, cvce, and cvvc words were used. In the lesson plan for explicit code of instruction as the teacher I explicitly taught my students the categories, cvc, cvvc, and cvce and taught them exactly how and why they are sorted as they are. An example of the lesson plan has the students sorting the words provided to them based on the word pattern I explicitly taught them. This is compared to my implicit lesson plan taught where I allowed my students to explore this activity for themselves and provided fewer details. In my lesson plan for implicit code of instruction I gave them a list of the words and allowed them

This means that they need to have to know effective ways to teach it and how to use the various types, which will be talked about in this paper.

These physical behaviours are learned through repetitive practice. A learner’s ability to perform these skills is based on precision, speed, distance, and technique. Learners’ general objectives would be to writes smoothly and legibly; accurately reproduces a picture, operates a computer skilfully,