Tech Minds: Module 1: Kinds of learning K. Brown

1. Suggest a minimum of 3 instructional methods which might motivate the learners to learn. Use references to support your statement.

My classroom is a self-contained special education k-2 classroom. I have eight students ranging in age from 6-8 years old. I use a combination of direct instruction, indirect instruction, computer assisted instruction, and interactive instruction. 

I have one student who is non-verbal and deaf. I have 2 that are autistic combined with an intellectual disability. I have 3 with speech impairments combined with intellectual disability. I have 2 that have ADHD and potential intellectual disability and 1 that is on grade level, but her agressive behavior has prevented her from remaining in the general education classroom. That being said, I use a variety of instructional methods to access the general education curriculum for the diverse population in my room. 

Direct instruction; I initially teach every skill with direct instruction using concrete items. I also use direct instruction to teach systematic phonics. I also use this type of instruction to teach the students how to use the stations in our room. 

Steps to the direct instruction model can be found at http://www.lifeisastoryproblem.org/lesson/mdl_dir_instr.html

Indirect instruction; I use indirect instruction to teach some basic skills like colors and numbers. My stations are assigned numbers 1-10 and we roll through a color schedule. I tell the students, "Check your schedule. We are on grey. Where are you supposed to be?" The student then look at their schedule and see what number station they should be going to. I also teach my students to count to 100 by pushing them on the playground and counting aloud to 100. They have gradually just got the concept of rote counting. I also have taught them to count backwards from 10-0 by counting backwards when it is time to line up. 

Computer assisted instruction; I use iPads in my classroom. I have one at a station and one for positive reinforcement. I also have a computer station that the students get into a different educational website every day and play games.

Interactive instruction; I use interactive instruction (role playing) to teach conversation skills, self help skills and age-appropriate functional skills. 

My classroom is on a color schedule. There are 10 numbered stations and 10 colors, 8 stations which are designed to be independent study stations. Two of the stations are assessment stations. I have myself recording data at one station and my assistant doing guided reading at the other. I have a third paraprofessional who goes around the room guiding the students and setting the timer. 

All of the stations are individualized and designed to meet certain academic or IEP goals for my students. I use direct instruction to teach the concepts and behaviors that are not planned into the indirect instruction or interactive instructional. 

Differentiated instruction and ability grouping

Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.

Kulik, J., & Kulik, C. (1991). Research on ability grouping: Historical and contemporary perspectives. Storrs, CT: University of Connecticut, National Research Center on the Gifted and Talented.

Computer Assisted Instruction

Hauser, J., & Malouf, D.B. (1996). A federal perspective on special education technology. Journal of Learning Disabilities, 29(5), 504-512.

http://www.lifeisastoryproblem.org/lesson/mdl_dir_instr.html

Brickell, G., & Herrington, J., (2006.) Scaffolding learners in authentic, problem based e-learning environments. Australasian Journal of Educational Technology. 22(4), 531-547 retrieved from Diigo http://www.diigo.com/bookmark/http%3A%2F%2Fwww.ascilite.org.au%2Fajet%2Fajet22%2Fbrickell.html?tab=people&uname=diannerees

2. From your personal experience, share an undesirable incident which the good methods (tools) had been applied to the inappropriate situations (No references are required). What would you propose to do to redirect the specific situation you mentioned above to make learning easier, quicker, and more enjoyable? Please provide references to support your statement.

I experience this on a daily basis. For one reason or another my lessons don't go as planned. The reasons are usually because my classroom is so diverse and their needs are so diverse. However, I would like for my students to participate in small group ability grouped guided reading. However, as I began trying this out, I realized that certain students were unable to maintain focus when working together, but ability wise they didn't fit into the other group. I ended up just doing them one-on one until they were able to join another group with similar needs.