Think of a specific skill that you want to teach. Identify the grade level, curriculum area, and the specific skill. Describe how this skill would be taught (1) procedurally (step by step), (2) with Anchored Instruction, and (3) with Enhanced Anchored Instruction. Be specific! Please read through the examples that others have given, and do not repeat the same skill.
Skill: What is Gravity?
ReplyDeleteCurriculum: Science
Grade: 3-4
Procedure: I will start out teaching gravity with short explanation of what gravity is, without giving away the results of the experiment. Then I will give a step-by-step instruction of an experiment and show how gravity is present. I will explain the steps to the students by giving a few examples and completed the first step with them. For an enhanced anchored instruction will let the students complete the experiment.
The students will receive a worksheet with 10 different comparisons of objects. The objects will be different masses (golf ball, baseball, ball of paper, ping pong ball, etc.) The students will first record the guess which object will hit the ground first if they are dropped at the same time from the same height. After they go through and compare each combination, they will perform the experiment. They will record their guess before the experiment is performed and then while performing the experiment they will record the actual results. They should find that all of the objects hit the ground at the same time due to gravity.
After they complete the experiment, they will watch a video about gravity that will explain why they got the results they got. The anchored instruction will act as a guide to explain gravity and how it works. With a combination of a step-by-step explanation first by me, an enhanced anchored instruction with the experiment, and the anchored instruction with the video the students should get a better understanding of gravity.
I really like how the video at the end will relate to the activity they will complete. Do you think it would be more effective for the video to do the beginning part of the procedure and explain what gravity as well?
DeleteI do think that could be effective as well! I think the video could be viewed before the experiment to give an explanation of gravity. Then the students can complete the experiment to have hands on experience with how gravity works.
DeleteThis seems like an abstract concept for students to learn, but the way you have put together instruction looks like an effective way to teach about gravity. Each part builds on the previous and can help them place gravity in context with other things they learn.
DeleteSkill: Filling out an application
ReplyDeleteCurriculum: Daily Living Skills
Grade: High School MSD Classroom
Approaches:
1.) Procedural- This skill would be very hard to teach using this approach because there are so many different variations in job applications. Different applications require different personal information and have different layouts. They also can be online or hard copy applications. Filling out the actual application using this approach would be difficult, but this approach could be used to teach the process of applying for a job (figure out where to apply, get application, fill out application and return application).
2.) Anchored Instruction- This would be more effective because it can show a visual representation of applying for a job. The video would show a peer trying to find a summer job. So the video will show the overall process of applying for a job. The anchored instruction would occur during the filling out the application stage. Each student in the class will have the same application as the peer in the video. The video will explain each individual part what to write and then will pause. This would provide an example of what to write and also allow them to take their time and not rush their application.
3.) Enhanced Anchored Instruction- This video will accompany the Anchored Instruction above except the student fill out a real application to a place they would like to apply. This would assist with generalization of this skill and the activity would finish with a job application that the student would be able to turn in.
I think this is a great idea very practical which will help increase a level of independence for them. Along with this i would go over the job descriptions with them so that as they fill out the application they will understand what is expected of them while they preform this job. You could also find jobs that require you to apply online so they could see that format as well. You could also use CBI for them to go and get them in person and have to practice asking for them! In general great idea!
DeleteSkill: How to order food at a restaurant
ReplyDeleteCurriculum: Daily Living
Grade: Middle or High School
A) Procedural: I would be able to start off by teaching this skill by taking a poll of what their favorite food is and where they like to get food from. I will include CBI in this part of the activity and we will go around to different restaurants and get take out menus so we could read and study what they have to offer. By going to multiple places we will be able to see different products and they will also have a different outline so they will not get routine to one place. We could then talk and discuss about what do to at a restaurant when placing your order.
B) Anchored Instruction: My anchored instruction would be playing a video of people going into a restaurant and getting a menu and looking at the pictures and the descriptions of the meals that they have. In the video they would be able to see the actions of everyone involved and they would hear what to say. I would then have the students model what they saw in the video so we could have practice before we go to the actual restaurant to order our meals. For the students who are non verbal we will have their ipad ready for this activity and they will still be expected to role play with a class mate.
C) Enhanced: My enhanced instruction will be for the students to watch another video and then we would review the menu of the place that we are going and then we would use CBI that week to go out to each and practice what we had learned and they will successfully be able to order a meal on their own.
I like how you offer several different ways of practice before going out in the community to actually practice ordering food. I also really like how you included different menus from several different restaurants. I think this could possibly help with generalization. I really like your whole lesson on how to teach ordering food at a restaurant. Well thought out!
DeleteGoing to different restaurants is important because not all menus are the same. Great lesson!
DeleteSkill: Counting money
ReplyDeleteCurriculum: Math/Life Skills
Grade: Elementary and Middle School Special Ed
1. Procedural- I would teach students what money looks like by showing them examples of all of the coins and smaller bills. On paper, I would have them identify the different coins and paper money. They must first learn to identify all of the coins before they can count them. I would use pictures of the coins grouped together and demonstrate how to add the coins together. I would then give them some examples to do on their own.
2. Anchored Instruction: I would show students exactly what the value of coins are by using a penny, which is copper and easily identifiable. I would show that five pennies equal a nickel, ten pennies equal a dime, and so forth. I would build on their previous knowledge that a penny is the lowest denomination. I would then allow the students to manipulate the money and give them amounts which they have to show in coins.
3. For enhanced anchored instruction, I could use a money education app which allows students to manipulate money by dragging coins together. The app will automatically add up how many coins they combine. They can add and subtract coins, and show how many coins and bills they need in order to purchase something. This will also provide them with real world examples of counting change and making sure you receive the proper change.
I really like your activity. Money is so important and I like how you've incorporated an app in your instruction.
DeleteHaving them count change on both an app and the real world would be a great way for the students to generalize the skill
DeleteI agree, I've seen the importance of this skill through my job of working with adults that have disabilities. They aren't able to recognize or understand the concept of change. It has taught me how important this is so they do not get taken advantage of due to their disability.
DeleteSkill: How to write a paragraph
ReplyDeleteCurriculum: Language Arts
Grade: 3
1. Procedural - I would introduce the topic using a PowerPoint with specific instruction on how to write a paragraph and explain what a paragraph does. I will point out paragraphs that they have seen in reading passages and books that they have read to help them become familiar with the idea of writing structures like paragraphs.
2. Anchored - I will present the different parts of a paragraph and the class will have to help me put them together to form the outline of a paragraph. Then we will use sentences that I have written to go together to create our own paragraph as a group activity.
3. Enhanced - I will lead the class in another group activity. The students will be given a topic. After a few minutes of pre-writing I will choose one student to give me a topic sentence. Then I will choose another student to give me a detail sentence. We will continue this way until the class has written their own paragraph with my support. Once the activity is complete students will copy down the paragraph we just wrote.
Skill: How to write a check
ReplyDeleteCurriculum: Life Skills
Grade: High School MSD classroom
1. Procedural - I would introduce the topic by discussing what checks are used for, how to obtain checks, and then show them what a checkbook looks like. Then, I would go through each step in writing a check verbally.
2. Anchored - I would introduce the topic the same way and then present a short video of someone going to a store and purchasing something with a check. The video will show the check being written close up, going through each step verbally as it occurs.
3. Enhanced - I will show the same video and then give each student a (fake) blank check, assign them different amounts/people to write the check to and have them fill it out on their own.
This is a very useful skill!
DeleteSkill: Washing your hands
ReplyDeleteCurriculum: Functional skills
Grade: Any
Procedural: Verbally prompt them through every step of the task analysis of washing your hands. Turn on water, put both hands under the water, use soap dispenser to put soap in your hand, rub hands together, front, back, and in between fingers, put both hands back under water and rub together again the same way, turn water off, get paper towel from dispenser, rub hands the same way with the towel.
Anchor: Model for them washing my hands, allow them to try independently. Then verbally prompt them if they don't.
Enhanced: Show them a video of someone they like or look up to washing their hands, give them the chance to wash their hands independently, if not I could model again, if not still I'd verbally prompt. We would also do this in different places.
This is a great skill to teach! An idea to build on this lesson is to add when to wash your hands. For example, before cooking, after using the restroom, etc.
DeleteSkill: Use a debit or credit card
ReplyDeleteCurriculum: Functional
Grade: High School
Procedure: I would write a task analysis on how to pay at any type of cash register. This would help reinforce the student's shopping skills and allow for them to be able to pay if they are not able to pay with cash.
Anchor: I would show the student a short video model of a person paying with a debit card.
Enhanced: I would try to secure a credit card swiper that attaches to my phone and a cash register to use in the room. I would get a prepaid debit or credit card with little money on it. I could address the payment to myself so that we can buy a new one when it runs out. I would have the student practice paying using that service. It would allow them to generalize the skill to different types of swipers.
I like your idea of getting a credit card swiper for your phone. This would make it easier for students to practice these skills more frequently instead of waiting for CBI trips where they would occasionally get to practice using a debit or credit card.
DeleteSkill: Making an Origami Snapper
ReplyDeleteCurriculum: Fine Motor Skills/Art
Grade: 1st-3rd
Procedure: First I would introduce what Origami is and show the students various forms of origami. I would pass out the instructions on a piece of paper that gives them step-by-step directions on what folds to make. I would have them practice following the visual and written directions.
Anchored: I would introduce a how-to video to the class in which they could see the process of making an origami snapper in action and how the person is folding their origami snapper and moving their hands.
Enhanced Anchored: I would play the video again, this time pausing between the different steps so the students would have the written directions, image directions, and in-motion video directions. That way students could better understand exactly what folds to make when and where and how. I would also provide the students with templates of other origami animals and shapes for them to try.
Skill: How to set the table
ReplyDeleteCurriculum: Functional skills
Grade: Middle school
Procedural: I will tell the student that we are going to have lunch in the classroom today. In order to eat lunch in the classroom we need to set the table first. I will verbally explain to the student how to set the table. First you lay out the table mat. Then you set the plate on top of the mat. On the left side of the plate you set the napkin and put the silverware on top of the napkin. Then you set the cup on the top right corner of the plate.
Anchored: I will model to the student how to set the table. I will physically show them each step. I will give the student the chance to set their own table. I will praise them for correct steps and I will help them if they get stuck.
Enhanced: I will use a virtual app to have students practice setting the table. The app will correct the students if they misplace one of the items. They will get reinforced when they place an item in the correct spot. The student can practice on this app as many times as they want or until they have mastered the skill.
Skill: How to do the laundry
ReplyDeleteCurriculum: Functional Skills
Grade: High School
Procedure: First, I would start a discussion with my students about laundry to spark their prior knowledge regarding the task. Next, I would hand out a task analysis to the students that shows every step of doing laundry. Then, I would have the students try to do laundry by themselves using the task analysis.
Anchored: After the students try to do the laundry on their own, I would show them how to do each step and model how to correctly do laundry.
Enhanced: I would record a video of myself doing laundry and show the video to my students. I would stop the video at each specific step, and then the students would perform that step on their own. I would keep stopping at each step through the video until the students were able to complete the task on their own.
Specific Skill: Compare and Contrast
ReplyDeleteCurriculum: Reading
Grade Level: 3rd Grade
Procedures: 1. First as a class we will discuss the original story of Cinderella including its theme, characters, and important events. I will also introduce other versions of the story just so students are aware of literature from different cultures.
2. Next we will watch the story as a class stopping along the way when a new character is introduced to utilize our character matching activity.
3. After the story has been read aloud a quick retell of the story will discussed before the assignment is brought up.
4. The assignment will then be assigned
5. Students will break into partners of their choice
6. After each student has completed their own graphic organizer a discussion will be lead on findings.
7. Students will be asked what they think the theme of The Rough Face Girl is during this time which I will later give to them at the end of the lesson for their own personal knowledge.
8. One or two gifted students will discuss their findings.
9. We will wrap up our lesson with our discussion of what the gifted students have previously shared with the class and discuss other versions of the story that some of the students are familiar with (this can include books, movies, etc.).
10. The theme of The Rough Face girl will be given and graphic organizers will be turned into the teacher during this time. Each student will put away books and materials at this time and get ready for the next part of
Anchored Instruction: Watch the movie of The Rough Face Girl
Enhanced Anchored Instruction: Clips will be provided to the students if they become stuck on certain portions of the graphic organizer assignment.
Specific Skill: Grocery Shopping for Five Different Items
ReplyDeleteCurriculum: Writing and Functional Skills
Grade Level: Special Education, Kindergarten through 5th grade
Procedure: I will introduce familiar grocery items to them (Cereal box, Bread, Milk, Apple, and Carrots). These five familiar items will be added to their own grocery list that they will be composing. This will teach them the mindset of listing items and cause and effect. If you buy the item, you will cross or check the item off your list. I would have a power point slide show or a prezi that will walk them through similar pictures of grocery stores to familiarize their minds with what the grocery looks like. I will also show them each an image of the items they will need to purchase. We will show the enhanced instruction video and then head to the grocery store as a class to purchase items off of our grocery list.
Anchored Instruction: I would demonstrate to them what items they are looking for and also would create the same grocery list on the board. I would bring in each item so that they could see the item and pass around the item if needed to.
Enhanced Instruction: It would be a self-made video of a student or teacher buying each item. This way the student could reference back to the video if they did not know what item or aisle to find the item in.