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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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Presentation Transcript
objectives
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
  • relate the benefits of using scaffolded instruction

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

evidence based instruction
Evidence-Based Instruction
  • 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

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

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?
  • 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

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
  • 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

“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

“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
  • 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

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

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

     

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

cueing specific elements
Cueing Specific Elements

    

    

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

slide16

Handout #1

Activity #2

(Beed et al., 1991)

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

video
Video
  • 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

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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