High Leverage Practices in Instruction by Nicole Kupferer

Summary

nkupfere — 2024-09-30 19:18:34 UTC

The article begins by explaining the research and studies conducted and how they help children. Later in the article, they discuss tips to help students understand the task and make connections to continue to grow. Scientists have found that the tips listed in the article" Increased reading abilities are likely to lead to greater postsecondary outcomes"(Lemons et al., 2016). The article lists 10 tips, along with explaining why each strategy should be used, and other options. This article helps show different strategies and how they can be applied to different methods.

Teaching Strategy 1 - Provide Explicit, Systematic Reading Instruction

nkupfere — 2024-09-30 19:19:18 UTC

One of the methods teachers are encouraged to build on a singular reading strategy. This allows the teacher to incorporate other lessons into their classroom, but having a foundation and adding to it allows the teacher to test out new practices while maintaining the student's progress. The article discusses how "using the base program as a foundation will increase the connectedness and organization of instruction"(Lemons et al., 2016). This supports the idea of having one stable lesson plan and building off of it. This strategy works to integrate multiple reading skills by linking the skill with the instruction and helping the student make connections.

Teaching Strategy 2 - Target Specific Parts of a Scope and Sequence to Focus Instruction

nkupfere — 2024-09-30 19:20:23 UTC

Through this strategy, teachers plan what content they want to teach, and the best way to incorporate it. This allows the teacher to focus on specific concepts, such as sight words, without falling behind the lesson plan. Additionally, to stay on track, the teacher works to "select a limited number of new words or sounds to be taught at a time"(Lemon et al., 2016). Finally, this strategy can involve peer groups for students with similar abilities, which brings everything back to including students in the classroom, not isolated.

Text-to-World Connections

nkupfere — 2024-09-30 19:22:08 UTC

This information helped open my eyes to how students with disabilities are taught, and how that impacts their relationships with peers. This article showed that inclusion means everyone, from people with minor disabilities such as reading struggles to people with major disabilities. I can use this article to promote inclusion by incorporating some of the listed strategies and have students with similar disabilities group together, which involves the student along with their peers, which makes the student feel like a part of society.

Text-to-Self Connections

nkupfere — 2024-09-30 19:22:45 UTC

Learning about some teaching strategies to help children with special needs, did not change my thinking, I already knew that children with disabilities can succeed, but not how fast they can be. However, it showed how certain practices can help students make progress fast. This article showed disabilities that are more common than you would think. All in all, I learned about strategies and the efficiency of these practices while also learning more about more common disabilities.

Text-to-Text Connections

nkupfere — 2024-09-30 19:23:13 UTC

This article relates to the textbook because it takes the initial principles of HLP and uses them, along with research, to best help the student. The article connects through service delivery models, which is similar to when paraprofessionals and teachers collaborate on lesson plans. The book mentions some research-based strategies, which is what the article is based on. The book discusses "teaching students how to think about a language"(Turnbull et al., 2024), which is one of the strategies in the article. The book discusses the Orton-Gillingham Approach, which is similar to the article, which mentions using scaffolding, which uses a similar approach to thinking about a language but focuses more on "phonological awareness activities to provide additional support"(Lemons et al., 2016). Both the text and the article discuss research-based strategies, and how they can be incorporated for many children with disabilities.

References

nkupfere — 2024-10-01 17:00:41 UTC

Lemons, C. J., Allor, J. H., Al Otaiba, S., & LeJeune, L. M. (2016). Ten research-based tips for enhancing literacy instruction for students with intellectual disability. Links to an external site.Teaching Exceptional Children, 49(5), 18-30. https://doi.org/10.1177/0040059918758162 Links to an external site.

Turnbull, A. P., Wehmeyer, M. L., Shogren, K. A., Burke, M. M., & Turnbull, H. R. (2024).Exceptional lives: Practice, progress, & dignity in today’s schools (10th ed.). Pearson.

Introduction

nkupfere — 2024-10-01 17:19:14 UTC

Let's take it from the top, my name is Nicole, and I am currently studying Supply Chain Management. Though I am not pursuing a career in Education, I believe this class will help open my eyes and allow me to apply some of the lessons to real-world scenarios. I am excited to discuss the article break down some key points and explain some of the practices.

Introduction cont.

nkupfere — 2024-10-01 17:20:16 UTC

The topic chosen was the article that discussed ten researched strategies that work to help students with intellectual disability. The article goes on to break down each tip, explains teaching practices, and even shows a lesson plan to help the teacher set goals and help the student.

Introduction cont.

nkupfere — 2024-10-01 17:21:32 UTC

This article hit close to home, so I felt called to it. My little brother has always had difficulty reading and used to have speaking problems as well. After years of struggling, he finally got a 504 plan and has a tutor to help him grow. Reading the article, I saw ways my brother received help and now I know other strategies that may continue to help him.

Text-to-World Connections

nkupfere — 2024-10-01 19:16:39 UTC

This information helps me apply some concepts in the real world, such as using explicit instruction. Teachers must be inclusive to all students; it is one of the main principles of special education. Students with special needs should be included with their peers in a general classroom. Using evidence-based practices helps ensure that the strategy the teacher uses is already backed up with evidence. By using evidence-based practices, teachers can see the effect of each strategy and how it should be used in a classroom.

Text-to-Self Connections

nkupfere — 2024-10-01 19:18:03 UTC

This information relates to my school experience because it shows how common certain disabilities are, and ways that they can be helped. Through school, these strategies are used in multiple settings and are applied to everyone. The article relates to my field, because I am going to be working with many people, with and without disabilities, and I can make sure I do the best I can to help them succeed.

Text-to-Self Connections

nkupfere — 2024-10-01 19:18:43 UTC

In my career I can work with some of the above principles, specifically using explicit instruction. Though I am working with grownups, many still have disabilities. I can work to use some of the above strategies in meetings and projects, which helps everyone, not just people with disabilities. I can practice including everyone and helping to make sure they understand, while also making sure that no one falls behind.

nkupfere — 2024-10-01 19:49:33 UTC