Chapter 3: Clinical Teaching

SPED 561

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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”

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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

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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

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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

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Types of differentiated instruction

Psychological processing (perception, memory and attention) informs why we differentiate but is not a type of instruction

• Cognitive strategies

• Direct instruction and mastery learning

• Special teaching techniques

• Psychotherapeutic teaching

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Differentiated environment

• Difficulty level

• Space

• Time

• Language

• Interpersonal relationship

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Instructional options

• Accommodations v modifications

• Increasing attention and academic engagement

• Peer tutoring and reciprocal teaching

• Explicit instruction

• Active learning

• Scaffolded instruction

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Distinguishing Modifications and Accommodations

• The term “modification” is occasionally used interchangeably with the term “accommodation” (Hollenbeck, Tindal, & Almond, 1998).

• They are actually very different in concept and purpose

• A modification is considered a change in the content of the test, whereas an accommodation is considered a change in the way a test is administered.

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Potential accommodations

• Extra wait time• Procedures clarification• Minimize classroom

distractions• Homework reminders and

planners• Weekly progress report

and home checks• Increased 1:1 assistance• Peer tutoring or reciprocal

teaching• Homework from previous

week

• Classroom signals for attention

• Visual organizer• Scribe or notetaker• Guided notes• Shortened assignments• “Chunked” lesson of brief

assessed activities throughout a lesson

• Frequent praise to teach proper academic and social behaviors

Any more????

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Potential modifications

• Altered grading procedures

• Alternate but related standard during lesson

• Different reading assignments

• Different questions

• Alternate assessment content and / or expectations

• Elimination of parts of assignments if they remove a standard

• Calculator during math fluency assignment

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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, 2009 12

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”PA DOE on modeling http://video.search.yahoo.com/search/video?p=explicit+instruction

List all of the explicit instruction principles from:-6th grade math

http://video.search.yahoo.com/search/video;_ylt=A2KLqIGIcSlPnncAQVr7w8QF;_ylu=X3oDMTBncGdyMzQ0BHNlYwNzZWFyY2gEdnRpZAM-?p=explicit+instruction+granite+school+district&ei=utf-8&n=21&tnr=21

-elementary with Anita Archer http://video.search.yahoo.com/search/video;_ylt=A2KLqII.bilPUB0AoD77w8QF;_ylu=X3oDMTBncGdyMzQ0BHNlYwNzZWFyY2gEdnRpZAM-?p=explicit+instruction+anita+archer&ei=utf-8&n=21&tnr=21

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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”

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“I do it” “We do it” “You do it”

• What are the explicit steps to:1.Changing floors using an elevator2.Checking out at a grocery store3.Greeting a new neighbor4.Confronting your boss with a problem

• How does this process apply to your area of education?

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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?

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