Curriculum & Instruction Chapter 4 Designing Instructional Programs Outline Curriculum Definition Choosing Curriculum Considering Children With

CHAPTER 4

DESIGNING INSTRUCTIONAL PROGRAMS

OUTLINE

I. Curriculum

II. General Instructional Strategies

A. Motivation

B. Applied Behavior Analysis

III. Play as an Important Teaching Context

A. Music and Young Children

IV. Arranging the Physical Environment to Maximize Learning

A. The Physical Environment

B. Grouping Children

V. Creating a Positive Social-Emotional Environment

A. Anticipate Children‘s Questions

B. Encourage Children with Specific Positive Feedback

C. Provide Opportunities for Self-Efficacy and Decision Making

VI. Designing the Teaching-Learning Environment: Universal Design for Learning

A. Multiple Means of Engagement

B. Multiple Means of Representation

C. Multiple Means of Action and Expression

VII. Embedded Teaching and Learning Opportunities

A. Carefully Planned Schedules Promote Consistent Daily Routines

B. EQUIVALENT PRACTICE: Providing a Variety of Activities to Accomplish Any One Outcome

or Objective

ESSENTIAL CONCEPTS AND VOCABULARY

Antecedents

Applied Behavior Analysis (ABA)

Behavior modification

Consequences

Contingencies

Curriculum

Ecologically relevant

Effectance motivation

Embedded learning opportunities

Equivalent practice

Evidence-based practices

Positive reinforcement

Progressive matching

Reinforcers

DISCUSSION TOPICS AND ACTIVITIES

1. Observe a teacher in an early intervention program. Describe how he or she uses each of the general

strategies discussed in this chapter.

2. Visit a center where children with disabilities are included. Observe the children during play activities.

4. Develop a time-use plan for a program involving infants and toddlers. Include prompts for accommodating

children with disabilities within the overall daily plan.

5. Analyze the physical environment of a preschool classroom and identify components that meet the

7. Select an activity and develop a task analysis for a preschooler who needs systematic supports.

9. Make a list of phrases that you currently use to provide nonspecific praise to young children. Create a new

list of phrases that are specific and descriptive of positive feedback.

ACTIVITY:

UNIVERSAL DESIGN FOR LEARNING NOTE TAKING

Universal Design for Learning (UDL)

Key Principle

Write the Definition

Give Multiple Examples

Multiple Means of

Engagement

Multiple Means of

Representation

Multiple Means of

Action and

Expression

COURSE ASSIGNMENT

Generic Teaching Strategies Rubric Grading Sheet and Charts

Assignment directions:

Students will need to observe generic teaching strategies in a preschool special day class. Expect to observe for at

Reflective essay will consist of:

2. Answers to the following questions:

a. Compare and discuss the strategies that were used. Which strategies were used the most? The

least? Or, not at all? Critique why you think the teacher used these specific strategies. ______

b. Did the teacher appear to use enough strategies to help children learn? Why or why not? ______

c. Could you identify other generic strategies that might help this teacher? ______

3. Reflect by drawing conclusions and bringing it all together: How is my thinking reinforced, altered or

transformed as a result of this assignment? What new perspective or ideas have I gained? What questions

are raised for me? How might I apply generic teaching strategies in my future as a teacher? ______

Rubric:

C

Majority meet standards; some below standards

D

A few meet standards; some below standards

F

Below standards

A

Exceeds standards

B

Meest standards

Exceeds Standards

Meet Standards

Below Standards

___Essay shows a deep level of

thinking and reflection

___Essay is sometimes

thoughtful

___ Essay is mostly “surface

level” and lacks thoughtfulness

___Based on class content and

readings

___ Some evidence tied to class

content and readings.

___ Poorly tied to class content

and readings.

___ Thorough introduction is

present

___ Most of the introduction

components are present

___ A few of the introduction

components are present

___ Thoroughly discussed all 4

questions about strategies

___ Discussed most of the

questions about strategies

___ Addresses some of the

questions about strategies.

___ Most definitions of strategies

are correct and based on readings

___ Some definitions of

strategies are correct and based

on readings

___Definitions of strategies are

incorrect and not based on

readings

___ Provided specific examples

most of the time

___ Provided specific examples

some of the time

___ Majority of examples are

vague

___ Thorough conclusion by

discussing all the questions above

___ Adequate conclusion and

discusses most questions above

___ Conclusion discusses only a

few of the questions above

___ Conclusion tied to personal

growth and shows commitment to

development as a teacher

___Some evidence of risk-taking

and thought to personal growth is

evident in the conclusion

___Lacks evidence of

commitment to personal growth

in the conclusion

Scaffolding

Planned

Transitions

Consistent

Routine

Repetition

Teaching

Strategy

GENERIC TEACHING STRATEGIES CHART NAME:______________________________________________

Definition

Examples

Applied

Behavior

Analysis

(positive

reinforcement

and successful

approximations)

Motivation:

External

Internal

Use of High

Preference Items

Getting

Children’s

Attention

Teaching

Strategy

Definition

Examples

Establish Turn Taking

Progressive Matching

Repeat Keywords and

Phrases

Use Labels and

Specific Descriptors

Follow the Child’s

Lead

Adult-Child

Communication

Strategy

Definition

Examples

COURSE ASSIGNMENT

ENVIRONMENTAL CRITIQUE

You will need either of the following tools:

 Early Childhood Environment Rating Scale by Thelma Harms, Richard M. Clifford and Debbie Cryer OR

 Inclusive Classroom Profile by Elena P. Soukakou

Directions:

There are 2 options for this assignment. 1) Select an early childhood preschool program that serves children

3-5 years old that is an inclusive program for administering the Inclusive Classroom Profile (ICP). 2) Select a

general education preschool program that serves children 3-5 years old for administering the Early Childhood

Environmental Rating Scale (ECERS). This assignment is not for a special education classroom or your own

The Early Childhood Environmental Rating Scale (ECERS) or the Inclusive Classroom Profile (ICP) will

need to be completed during the visit(s) using the scoresheets. You will then critique the environment based on your

findings by writing a paper answering the components below. Proofread your work and check for spelling, grammar

The Environmental Critique Components:

A. Introduction: Briefly summarize the introductory information about the classroom on the scoresheet (school

name, date, time of observation, number of staff & children, types of disabilities, etc.) in one short paragraph.

B. Subscales: Use a heading for each subscale in the ECERS/ICP order. Give the average score first. Next, write

C. Summary: According to the results of the ECERS/ICP, identify and describe the program’s strengths and

weaknesses. Identify and describe specific suggestions on how the program can improve its scores on the

ECERS/ICP.

D. Reflection: Begin to reflect and think about your own classroom as it relates to the ECERS/ICP. Keep in mind

ENVIRONMENTAL CRITIQUE GRADING RUBRICS

Exceeds standards

Meet Standards

Below standards

Introduction

__Briefly summarized all

introductory information

__Missing some introductory

information

Subscales

__Thoroughly summarized

findings by using many

specific examples

__Adequately summarize

findings by using specific

examples

__Did not give enough

information or have enough

specific examples

Summary

__Thoroughly described the

programs strengths,

weaknesses. Gave thoughtful

and specific suggestions for

improvement

__Adequately described the

program’s strengths and

weaknesses. Gave specific

suggestions for improvement

__Missing information for

programs strengths and/or

weaknesses. Minimal or vague

suggestions

Reflection

__Shows a deep level of

thinking and personal

reflection identifying strengths

and changes

__Thoughtfully has some

evidence of deep

thinking/personal reflection

identifying strengths and

changes

__Is mostly “surface level” and

lacks personal insights and

thoughtfulness about strengths

and/or challenges

Writing

__Clear and concise with an

occasional spelling, grammar

or typing error

__Somewhat clear with some

spelling, grammar or errors.

__Many thoughts are unclear

or unorganized: several

spelling, grammar or errors

A

Exceeds standards

B

Meet standards

C

Majority meet standards; some below standard

D

A few meet standards; some below standards

F

Below standard