5 Easy Strategies to Consider for Task Completion

Do you ever find yourself struggling to get a student to just do what you have asked?

Have you ever asked yourself what else can I do to get my student to complete work?

Here are a few questions to ask yourself when one of your students is having a difficult time with an activity that might get you thinking differently about instruction.

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Weigh the value of the activity

 

Is this something that the child really needs to master or can he get through his school years without this skill?  Often we spend an inordinate amount of time focusing on the task rather than the instructional objective behind it.

Practice the activity 

To ensure that the skill is learned we need to see transfer.  Too often a student is able to do something we request in one setting but not another.  Try practicing direction following, listening, independent planning, sequencing, task persistence and task completion through a variety of media (such as art projects, musical games or motor activities).

Developmental appropriateness 

Does what you are asking the student to do follow developmental progression? Does the student have the pre-requisite skills needed to perform the task?  You may need to consult with your favorite developmental schedule or evaluation tool to get ideas for adjusting the level of skill expected.

Break it down 

When task completion is an issue for the student it may be due to the student's perception of the overwhelmingness of the task.  Try to break the task into parts and emphasize the completion of each part.  Document success for the student in completing each part.  Adjust the task so that the child can finish in a set amount of time.  This will develop a sense of accomplishment and confidence in completing tasks.  It is more satisfying to complete several small tasks than to continuously struggle and never complete one long task.  

Tell them why 

Often, when we instruct, we neglect to let the student know what the reason for the task is.  Identify the importance of the end product by explaining to the student the instructional objective behind doing it.  Tell them what the learning target is.  Sometimes the process in completing the task is more important, sometimes the end product is, be sure to share the reason with your student. This will help to build motivation, understanding and maybe, persistence to complete the task assigned.


Kathy Steffens is a Special Educator with 20+ years experience.  She is available for questions regarding district RTI implementation and staff development training.  You can reach her at RightResponsetoRTI@gmail.com

3 Key Ideas to Help Your Students Apply Intervention Strategies

How Can I Help My Student Apply Strategies to their Work? 

A speech pathologist shares 3 key ideas that can help you teach students to use  skills learned during the intervention process. 

"What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child." - George Bernard Shaw

Teachers struggle on a daily basis in the classroom with students who simply do not apply what they've been taught, in spite of a teacher's best efforts.  And, unfortunately, all of the drill and practice in the world sometimes does not accomplish the objective of a student applying what they've learned.

Here are 3 key ideas that have helped me achieve instructional carryover with students on my caseload. Feel free to apply these same concepts in your classroom.

#1:  Teach Students to Self-Monitor Their Own Performance

Self-Monitoring - A Big Word, An Even Bigger Impact
 

Simply speaking, self-monitoring is the ability for a student to determine whether or not they were able to create the target behavior, by observing themselves during their own performance of a task.  

What I've Learned in the Speech Room

Many students become dependent on the speech therapist for feedback during therapy. When asked whether a sound was produced accurately, students aren't sure.  They weren't "listening" to themselves, because they were caught up in the performance, the "doing".  The student has become dependent on an external barometer. 

Give the student a checklist, and ask them to check their own work, or otherwise rate their own performance.   As a teacher, the value of self-awareness cannot be over-estimated.  (Hint:  printed cues for the desired strategy or response can be critical to internalizing a new set of rules when teaching self-monitoring).

#2:  Focus on Teaching a Strategy in a Controlled Context

Exercise in Futility 

I recall observing a language-disordered 3rd grade student participate in an ILA classroom exercise. The activity required the student to respond to a number of errors in a written paragraph, including multiple mechanics, grammar, and spelling errors.  Unfortunately, the student was not able succeed at that exercise, because so many types of errors were introduced simultaneously. 

Use a mixed practice format to challenge students who've already mastered the rules and can benefit from mixed practice.  Control the context and present single rules at a time for students who have not mastered grade level content.

#3:  Accurate Practice Requires Specific Instruction

Learning How to Teach

I once supervised a graduate student who didn't understand the mechanics of speech production.  In one lesson, she instructed a 4th grade student to "say 'r' like a Pirate",  and followed with an enthusiatic pirate impersonation.   The student continued to produce the sound with the same errors.  If the student isn't successful at least 60% of the time, the instruction needs to be modified. 

Use scaffolding, reverse chaining, thoughtful prompts and cues, and direct instruction to share the process of discovery with the student.   Level practice exercises in the 60-80% success range.

#4:  Provide Opportunities for Distraction...or Less is More

Once a student has achieved a level of mastery within a controlled context, distraction provides a needed challenge within the context of less definition and structure - this is an often overlooked step in the process of teaching students how to independently apply a learned skill.

Drill Practice ad Infinitum

Consider this case:  a secondary student who doesn't generalize grammar skills to conversation, in spite of years of remedial instruction. The next step simply requires that we expand the student's use of the grammar rules to broad, less defined tasks.

Try the following strategies: 

• story retelling
• narrative format
• mixed rule practice
• self-monitoring using a student grading rubric
• printed cues
• tape recording with playback
• multiple practice trials

Cynthia Scott, M.A. CCC-SLP is a Speech Language Pathologist and educator in the central Minnesota area.  She can be reached at PhoneticResoucesLLC@gmail.com, or view her blog at ThePhoneticResource.blogspot.com  for other helpful resources.

 

From Differentiation to Intervention

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Differentiated Instruction is consistently and proactively creating different pathways to help all students be successful

 (Betty Hollis, 2007)

On the road to RtI we begin with the core curriculum and differentiated instruction for students that teachers feel have not yet learned certain skills.  Many teachers mistakenly believe that differentiated instruction means they need to provide different instruction, different assessments, different grading, and different assignments.  While this can be true, most teachers who do differentiated instruction well actual use the same instructional methodologies, the same assessment, the same grading system and many of the same assignments for all their students.  What differs is not the tools used but rather the emphasis that is placed on the different instructional components of the lesson. 

Differentiated instruction often involves:
·      direct, explicit instruction
·      pre-teaching of concepts and/or skills
·      direct whole class instruction followed by small group and/or individual review
·      individualize instruction

Most teachers who successfully differentiate instruction are good classroom managers, are organized and purposeful, and are very much in charge of student learning and the curricular content. Their classrooms may be student-centered, but they are very much teacher-directed.  

Differentiated instruction is for every student!

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Intervention, on the other hand, is not.  For some students the level of instruction in the core curriculum is not successful in helping them achieve the minimal levels of expected competency.  Those students who, despite differentiated instruction, fall below the expected levels of accomplishment (called benchmarks) and are at some risk for academic failure are in need of intervention.  The needs of these students are often identified through the assessment process and ongoing progress monitoring.  Analysis of student data on a continuous basis allows for teachers to “catch” students in need of interventions in specific skill areas early and to provide targeted interventions to help the student be successful.   

This is key to the RtI process!

An intervention is a planned set of procedures that are aimed at teaching a specific set of skills to a student(s).  It is more than a single lesson, less than an entire curriculum.

Interventions contains these components:

·      It is planned – it is a evidence-based set of teaching procedures

·      It is sustained – implemented in a series of lessons over time

·      It is focused – intended to meet a specific set of needs for a student(s)

·      It is goal oriented – intended to produce a change in knowledge/behavior

·      It is in addition – it does not replace the core curriculum but provides for additional instructional support for the student in the area of concern

·      It is typically a set of procedures rather than a single instructional strategy 

References:

Differentiating Instruction in a Whole-Group Setting Betty Hollis, 2007

Mark Pennington. (2010, February 15). 23 Myths of Differentiated Instruction. Retrieved from http://penningtonpublishing.com/blog/reading/23-myths-of-differentiated-instruction/

Curriculum-based Evaluation: teaching and decision making (4^th ed) Howell, Hosp and Hosp

Kathy Steffens is a Special Educator with 20+ years experience.  She is available for questions regarding district RTI implementation and staff development training.  You can reach her at RightResponsetoRTI@gmail.com