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SYSTEMATIC INSTRUCTION IN MATHEMATICS. Part I—Scaffolding Instruction. Objectives. By the end of this training, you will be able to define systematic instruction describe major approaches used in systematic instruction explain how to apply scaffolded instruction in teaching math

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Systematic instruction in mathematics

2010 Region 3 Education Service Center / Texas A&M University

SYSTEMATIC INSTRUCTION IN MATHEMATICS

Part I—Scaffolding Instruction


Objectives
Objectives University

By the end of this training, you will be able to

  • define systematic instruction

  • describe major approaches used in systematic instruction

  • explain how to apply scaffolded instruction in teaching math

  • relate the benefits of using scaffolded instruction

2010 Region 3 Education Service Center / Texas A&M University


Evidence based instruction
Evidence-Based Instruction University

  • Systematic instruction is the most substantiated evidence-based instruction (Collins, Kleinert, and Land, 2006)

  • Systematic instruction is effective in teaching various math skills to students with moderate and severe disabilities (Browder et al., 2008)

2010 Region 3 Education Service Center / Texas A&M University


Research studies
Research Studies University

Systematic instruction has been used to teach

  • frequency tally and graphing (Ackerman and Shapiro, 1984)

  • addition (McEvoy and Brady, 1988)

  • one-to-one correspondence (Lagomarcino and Rusch, 1989)

  • use of a calculator and graphing (Lovett and Haring, 1989)

  • use of a number line and matching numbers (Copeland et al., 2002)

2010 Region 3 Education Service Center / Texas A&M University


Research example
Research Example University

Teaching students with moderate disabilities to count money by using the sequential prompting strategy (Colyer and Collins, 1996):

  • Show the flash card ($3.75)

  • State the price as a cashier (“It is three seventy-five”)

  • Tell the student what to do (“Give me three dollars and one more”)

  • Model, and have the student follow

2010 Region 3 Education Service Center / Texas A&M University


What is systematic instruction
What Is Systematic Instruction? University

  • Systematic instruction refers to a well-planned sequence for instruction.

  • It is designed before the activities and lessons are developed, and it is based on student characteristics.

  • It involves a variety of instructional methods, including scaffolded instruction, system of prompts, and reinforcement.

2010 Region 3 Education Service Center / Texas A&M University


Scaffolding instruction
Scaffolding Instruction University

Scaffolding instruction is “the systematic sequencing of prompted content, materials, tasks, and teacher and peer support to optimize learning.”

(Dickson, Chard, and Simmons, 1993, p. 12)

2010 Region 3 Education Service Center / Texas A&M University


Zone of proximal development
Zone of Proximal Development University

  • Zone of proximal development (ZPD) is “…the area between what the child can accomplish unaided and the level the same child can accomplish with assistance.”

    (Beed, Hawkins, and Roller, 1991)

  • Scaffolding provides the support as needed and leads to independent task performance.

    (Graves and Braaten, 1996)

2010 Region 3 Education Service Center / Texas A&M University


Scaffolding instruction1
Scaffolding Instruction University

“The goal of scaffolding is to support

students until they can apply the new skills

and strategies independently.”

(Larkin, 2001)

2010 Region 3 Education Service Center / Texas A&M University


Scaffolding instruction for mathematics
Scaffolding Instruction for Mathematics University

“The purpose of scaffolding instruction is to provide students who have learning problems a teacher supported transition from primarily seeing and hearing the teacher demonstrate and model a particular math concept/skill to performing the skill independently.”

(http://fcit.usf.edu/mathvids/strategies/si.html)

2010 Region 3 Education Service Center / Texas A&M University


Procedures
Procedures University

  • Teacher initially describes/models the concepts/skills several times.

  • Teacher models the skill with the students’ input (for example, with questions and answers).

  • Teacher gradually fades directions as students demonstrate increased levels of competency in performing the skill.

  • Teacher monitors students to perform the skill with few or no prompts.

2010 Region 3 Education Service Center / Texas A&M University


Scaffolding instruction procedures
Scaffolding Instruction Procedures University

Activity #1

Providing general cues

Cueing specific strategies

Cueing specific elements

Modeling with student input

Teacher modeling

(Beed et al., 1991)

2010 Region 3 Education Service Center / Texas A&M University


Teacher modeling
Teacher Modeling University

1

2

3

4

5

1

2

3

4

5

2010 Region 3 Education Service Center / Texas A&M University


Modeling with student input
Modeling with Student Input University

     

2010 Region 3 Education Service Center / Texas A&M University


Cueing specific elements
Cueing Specific Elements University

    

    

2010 Region 3 Education Service Center / Texas A&M University


Handout #1 University

Activity #2

(Beed et al., 1991)

2010 Region 3 Education Service Center / Texas A&M University


Video
Video University

  • Watch the video and reflect on how the teacher implemented the Scaffolding Instruction.

    Click to play the video

2010 Education Service Center Region III / Texas A&M University


Closure
Closure University

Take out your Change of Practice Plan. Think about what you learned in this module and relate it to your classroom. Write down some ideas of what you want to start to use in your classroom.

2010 Region 3 Education Service Center / Texas A&M University


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