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.
The specific skill that I've decided to teach is baking/cooking (making brownies), but this can be applied to any cooking skill. This could be considered under the curriculum of mathematics because knowing different fractions and their values will be very important in the cooking process. Students would start by learning their fractions during a previous class. It would also help if most of the students were at least proficient with simple fractions.
ReplyDeleteFor procedural instruction, I would simply provide students with a list of ingredients/materials and a step-by-step process that they could follow in order to bake their batch of brownies. Although this may be a helpful reference as the students are baking, it does not provide much prior knowledge or a great mental model in order to help them succeed.
For anchored instruction, I would show students an instructional video of how to prepare a batch of brownies, including the materials needed, measurements (containing fractions), and the actual process. I would also provide students with the same list of ingredients/materials and the process listed out so they could follow along with the video. This would provide a nice mental model and allow students to visualize themselves making the brownies.
For enhanced anchored instruction, I would combine the first two types of instruction (the video and the lists), and then allow the students to make their own batch of brownies. It would be beneficial to have the students work in small groups or in pairs so they can assist each other. I would also require each student to measure at least one ingredient (to practice their fractions). With the combination of the lists, instructional video, and hands-on activity of actually making the brownies, I think students will be able to obtain valuable experience with cooking/baking and acquire a new functional skill.
I think this is a great skill that all children need to have! Combining baking and math is a great way to get kid involved because it makes them want to actually learn and make something on their own. Also the procedural, anchored, and enhanced are all great ways to help them learn.
DeleteI think this is a fantastic skill to practice and teach. I like that you picked something that would be interesting for kids, i.e. baking, and are using it to teach a very important skill. A lot of students are almost scared of fractions, so I think the way you are introducing it is great!
DeleteYou did a great job describing the differences between the procedural instruction, anchored instruction, and enhanced anchored instruction. Actually baking the food is a great way for the students to tie together the concepts and learn while having fun. This skill is important to teach because being able to feed yourself is crucial to independent living.
DeleteI love this! This is such a functional skill (cooking) and is great for kids with disabilities to help work on independence! Our kids learn better with hands on and cooking is such a hands on task. Love it!
DeleteGrade Level: Elementary Special Ed
ReplyDeleteCurriculum Area: Daily Living
Specific Skill: Teaching what to wear depending on the weather
Procedurally: I would teach students the types of weather for, meaning when it is sunny and hot you can wear shorts and a tank top. To further expand, I would first go over the different types of weather with the students. We would have corresponding pictures with the different types of weather: sunny, cloudy, rainy, storming, snowy, and windy. The students would learn to identify each type of weather. Once they learned the types of weather we would move on to the corresponding outfits that you would wear depending on the weather. I would have pictures of different types of clothing: shorts, long pants, a jacket, a t-shirt, a long sleeve shirt, flip flops, snow boots, and tennis shoes. I would then demonstrate how the weather and articles of clothing are appropriately grouped together. I would then give the students some examples to do on their own.
Taught with Anchored Instruction: In order to demonstrate what to wear depending on the weather I would bring in different articles of clothing and then bring in big models of each of the weather, a huge sun, a cloud, rain drops (umbrella) and so on. Then I would show the students what each article of clothing was and demonstrate what each form of weather was. Once I went over this in front of the class I would let them to it, I would let them manipulate the weather and then have to choose the appropriate article of clothing.
Taught with Enhanced Instruction: This type of instruction is a combination of the first two plus a little more. I would have another group activity in which the students watched a video on weather. The video would show each type of weather in real life, meaning actual raining or snowing. After the video was over, we would go back and watch the video again and pause after each different type of weather and let them go get the appropriate type of clothing. As they began to master the content, I would then at the beginning of the day each day, let the student go outside and then come in and tell us the weather.
I really like that you chose a life skill that students will be able to use every single day! I especially like that you chose to bring actual clothing into the classroom so that students can be hands on in their choices
DeleteI really like the skill that you chose! A skill like this is useful to all students and I think that they would really grasp what is appropriate to wear with your hands on activity.
DeleteGrade Level: kindergarten
ReplyDeleteCurriculum: literacy and language
Specific skill: learning the alphabet
(1) To teach students the alphabet procedurally, I would first give the students a hand out with the all of the letters of the alphabet shown in upper and lower case. I would then give the students specific instructions about how to write out each letter, (I.E. a is a circle with a line on the right, b is a circle with the line on the left). From here I would expect the kids to be able to practice and eventually write out the alphabet.
(2) To teach the students the alphabet using anchor based instruction, I would give the students the same materials previously mentioned, but I would also show the students a video that teaches the alphabet, how to write the letters, and what the letters sound like. I would then have the students practice by giving them something personal and engaging to them, their name written out on a card, and have them identify, sound out, and write al the letters out. I would continue this approach with the rest of the letters of the alphabet by giving them a letter and a word that starts with that letter so that they can start to associate the letter with a word/meaning.
(3) To teach students the alphabet using EAI, I would combine the previous two approaches, and also incorporate hands on activities like (a) giving the students a letter and have them identify the letter in a word found in/around the room or (b) asking the students make all of the letters of the alphabet with arts and crafts materials like pipe cleaners or play-doh. The combination of printed references, giving letters meaning through association with their name, and physical, hands on activities will give the students several different experiences and mental references that they can pull from to help them learn the alphabet.
Grade Level: 2nd grade (or other grade elementary students in special education)
ReplyDeleteCurriculum area: mathematics and functional daily living skills
Specific Skill: Teaching how to use coins to count money
(1) Procedural (step by step):
To teach students how to use coins to count money by using a procedural method, I would provide the students with a handout that shows the front and back of each coin along with the value of each coin. I would review the worksheet with the students and give them instructions to match each coin to its appropriate value on the worksheet. Then I would give them another worksheet and provide them with instruction on how to determine how much money a group of coins represents. After a few examples, I would expect them to continue to complete other examples on the worksheet with a partner and then individually.
(2) Anchored Instruction:
To teach the students to use coins to count money by using an anchored instruction method, I would still provide them with the worksheets and instruction previously mentioned, but I would also show the students an animated video that shows them how to identify the coins and add them together. After the video, I would review the concepts with them and replay the video, pausing the video before it displays the total amount of money that each group of coins represents and having the students say the answer. I would then give them some practice problems.
(3) Enhanced Anchored Instruction:
To teach the students to use coins to count money by using an enhanced anchored instruction method, I would combine the previous two approaches, but also incorporate a hand-on activity. After the worksheets and video activities, I would hand out real coins to the students and have them count how much money they were given. The students could then use their coins to purchase small items from a table set up in the front of the classroom, such as pencils, erasers, and possibly candy. With this real-life application, the students will be more interested in learning the material and will be motivated by the items they can buy. The students will benefit the most from this instructional method because they will be given printed references, which will be brought to life through the video, and then they will be able to apply the concepts in a real-life simulation exercise. Doing so will provide them with various forms of mental models to understand the concepts of using coins to count money.
I can tell you have a real passion for teaching money skills! This is a great set of instructions on teaching coins and money value! Very functional and useful in real life. I agree with how you would teach this to students. Hand on activities are realistic and fun!
DeleteCurriculum area: Functional Skill
ReplyDeleteGrade level: Any
Skill: Washing hands
Procedural: You will have to verbally prompt them on every step in washing your hands. Such as; turning on water, pulling up sleeves, putting soap in your hands, rubbing your hands together to make bubbles, putting your hands underneath the water and rinsing them off. Then make sure to turn the water off and wipe off your hands with a towel.
Anchored Instruction: You will just model washing your hands in front of them, then you will allow them to try on their own. If they cannot get it, then you can verbally prompt them.
Enhanced Anchored Instruction: You can show a video on washing hands, its best to show them a video that they would be really engaged in, meaning a character they like or someone they look up to. After showing them a video see if they can wash their hands independently. If they still cannot get the hang of it you can model the functional skill again, then if they still cannot wash their hands on their own you can verbally prompt them again.
This is a very important skill every student needs to learn. It is also a skill that not many students are doing properly. Great step by step instruction too, this would be very beneficial to students if this hung in a classroom or in the restroom.
DeleteGrade Level: Any Level (depending on the functioning level of the students, but mainly for middle and high school)
ReplyDeleteCurriculum Area: Math and Functional Skills
Specific Skill: Next Dollar
1) Being able to pay at the register when you are at a store is an important task to being independent. This skill can be taught step by step in the classroom one on one or in a small group. The teacher will present the students with a worksheet. This will outline how they would pay for something at a store. The student would then read though it and complete at the bottom of the page how much they would hand the lady or gentleman at the register. That is the only part they would be doing. This would be hard for the students to generalize. I would continue giving students worksheets that had the steps of how to pay and expect them to be able to calculate how much you would hand to the person at the register to the next dollar.
2) With anchored instruction, I would use what they were doing before, with the worksheet, and add a video model based on the worksheet. I would have all the steps on the worksheet match the steps in the video. This would allow students to see how the task is done and what happens. The video would allow students to model after it, rather then just finding out the total price from words written on a paper. This can also give a sense of what they would do if they were in a store.
3) I would teach the students how to round up and do next dollar. From here, we would set up a classroom store. Each student would be given a certain amount of money (depending on their level) and be required to go "shopping". From here, students would have to bring their item they are purchasing to the cash register, where the teacher would be, and pay for their item using "next dollar" strategy. Data would be collected based on if they gave the correct amount of money to the teacher at the register. Once the students are comfortable doing it in the classroom, students can participate in CBI (community based instruction) and pay for a list of things (made by the teacher) using real money in a real situation. This will help generalize across settings and people.
Grade level: Any
ReplyDeleteCurriculum area: functional skills
Skill: Going through the lunch line at school
1) Being able to go through the lunch line is a very important skill that every student needs to learn to do correctly. This is a life skill they can apply for real life situations when they are ordering food at a fast food place or in a restaurant.
2) Anchored instruction- I would tell the student to stand in line quietly, when they get to the trays i would tell them to grab one, then as the line slowly moves i would tell them to grab each item of food that they would like to eat (I would emphasize that they can only grab 1 of each item), then when they reach the cashier they will either type in their lunch code or pay with money, then grab their silverware and go find a seat with the rest of their class.
3) Enhanced instruction- I would skip the first couple of steps in the anchored instruction and begin with them grabbing one of each food items available to them and then continue the rest of the steps listed above.
I agree with you that this is an important skill for students because it involves social behavior. All students want to fit in with their peers, and inappropriate behaviors in the lunch line will be noticed. If you could successfully instruct them on the methods of making it through the lunch line your students can only stand to benefit from these skills.
DeleteI totally agree that being able to properly go through the lunch line is super important. Students have to learn to take turns and wait patiently in order to get what they want. I remember even in high school some people never learned how to respect the flow of the line. Nobody likes a cutter!
DeleteGrade Level: Second
ReplyDeleteCurriculum Area: Language and Literacy (Story Elements)
Specific Skill: Story Plot
(1) Procedural:
To teach story plot, I would first go over the definition of plot as a teacher for all students as a class. We would go over a small story and I would complete an anchor chart with the class using first, then, next, and finally to show the sequence of events for the story plot. I would then have students gather in small groups and we would look at different small stories and determine the plot together as a class. I would then have the students work independently to determine the plot of the book we just finished reading together as a class. The students would be expected to determine the sequence of events for the plot of the next book we read together as a class as well to see if acquisition has been met.
(2) Anchored:
To teach the students to identify the sequence of the story using an anchored method, I would show them a video of the story as well as reading it out loud so that they could visually see what was happening as long as listen to the events occurring to identify the plot of the story. I would pause the video as we were watching to discuss what events were occurring and in what order. I would reiterate the definition of plot being a sequence of events that happen throughout the book and then give them some group and independent practice.
(3) Enhanced Anchored:
To teach the students to define plot I would use both of the previous procedures and approaches by incorporating a think, pair, and share activity. Students would get extra practice with plot by discussing previous book plots from their favorite books. This also incorporates communication, information recall, and reading comprehension skills. The students would be motivated by choice and interest to complete this activity. Finding video clips to go along with their favorite part of their books that were also movies would also be a way to incorporate technology into the lesson.
Grade level: 6th
ReplyDeleteCurriculum: Math/Life Skills
Specific Skill: Ratios with Peanut Butter and Jelly Sandwiches
1. Procedural- First I would start by asking students if they know how to make a PB&J. After asking them, I would ask them how many pieces of bread that they typically use and how many layers of peanut butter and jelly. I would then tell them that a typical PB&J is in a ratio of 2 pieces of bread to one part jelly and one part peanut butter. I would have students use the given ratio to think of possible PB&J sandwiches and they must follow the ratio that they have been given, meaning that they could think of or draw a sandwich that is larger than normal as long as it followed the ratio (Could draw/think of a sandwich with 6 parts bread to 3 parts jelly to 3 parts peanut butter).
2. Anchored – With anchored instruction I would show students a video of how to make a “typical” PB&J sandwich. A video that gives them step by step directions, preferably one that mentions the 2:1:1 ratio (I could make a video like this myself). I would review the parts and how they worked together to make a whole sandwich and see if students could tell me how to make a larger sandwich with the same ratio.
3. EAI – For enhanced anchored instruction I would have students watch the video of making a PB&J, I would combine my step by step directions with the video, and include an activity that allowed students to make their own sandwiches that follow this ratio. So students would be allowed up to 6 pieces of bread and they must figure out how much peanut butter and jelly to use with the amount of bread that they decide to use.
Grade Level: 9-12 (Driving age)
ReplyDeleteCurriculum Area: Functional/Daily-living skills
Specific Skill: Putting gas in your car
Procedural Instruction: I would begin the lesson by saying that we can assume that we made it to the gas station safely and explain the steps from there. First the students would have to pull up to the pump and shut their car off. After that they can pay at the pump with a card or go into the gas station and pay for however much gas they feel that they will need. Once the payment is handled the student would twist off the cap to the gas tank and insert the nozzle. After selecting the grade of gasoline and making sure the nozzle is completely in the tank they can squeeze the trigger and fill their tank until it is full or they reach the amount they paid for. To finish pumping gas they would put the nozzle back where they got it and put the cap back on their gas tank. Then you can drive off happily, knowing that your car has enough gas to get you where you need to go.
Anchored Instruction: For this type of instruction it would be extremely difficult to physically take students to a gas station to show them how to do it. Instead of doing that I would show the students a video about how to fill up on gas and also provide images of what they may see when they get to the gas pump; this will give students both an audio and visual component to the lesson. Another possibility is buying smaller sized models of a gas pump and a car and then using them to demonstrate how to fill up at the gas station.
Enhanced Anchored Instruction: For this type of instruction I would combine the activities from the procedural and anchored instruction. This would allow the students to see the individual steps while also hearing and watching them being completed. Once the students have seen the video and read the steps, I would have them demonstrate their skills using the toy models I purchased. This situation would give them the mental model they need and allow them to demonstrate what they have learned on real objects.
Grade level: K-2
ReplyDeleteCurriculum: Functional Skills
Specific Skill: Brushing your teeth
Procedural instruction: I would begin the lesson by telling the students how important is is to brush their teeth every day and night. Then I would right a list of steps. The steps would be:
1. Open the toothpaste by removing the cap
2. Grab the toothbrush and run it under the water.
3. Squeeze the toothpaste onto the tooth brush
4. Place the toothbrush in your mouth and brush with circular motions.
5. Make sure to spit out the access toothpaste once it starts to foam
6. After brushing for a minute, turn the sink on and rinse the tooth brush.
For anchored instruction I would present a video that shows how to brush your teeth so the students can see it done before hand. I would ask provide images next to each step so the child can have a visual to look at.
For enhanced anchored instruction I would have the children practice using a toothbrush while watching the video. I would read aloud the steps that we are doing as the video is playing. Then after the video I would have the children go into the bathroom and show me how they learned to brush their teeth.
This is definitely a functional skill that needs to be taught. I think that your enhanced anchored instruction is very hands on and would not be forgotten by the student. It will also be a way for you to observe and monitor the progress of the understanding of how and why they need to brush their teeth.
DeleteGrade Level: Kindergarten
ReplyDeleteCurriculum: geometry
Subject: Shapes
I am going to make a fun Halloween holiday arts and crafts assignment with shapes. I will first have them get out their pencils and paper. I will then have them draw a large circle on the paper to be the body of the pumpkin. After they have the pumpkin body they will then use triangles to make the eyes and nose. The third step would be to have them draw six squares to represent teeth. For the stem they will use a vertical rectangle on the very top center of the pumpkin's body. To add some creativity into the assignment I will set out markers and crayons for the students to color their pumpkins the color of their choosing. This is a simple and fun way to practice shapes.
For my anchored instruction I will review the shapes they have been taught with a video. https://youtu.be/lm54QvfwwME
For my enhanced anchored instruction I will have the students get up and move about the class and gather as many items of different shapes that they can and present it to the class. This will be a two step understanding and show be that they understand the material and have a mastery of their shapes.