5-key-practices.html

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    <label for="btn1" id = "key_practice_btn1" class="key_practice_btn">Modeling</label>
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    <label for="btn5" id = "key_practice_btn5" class="key_practice_btn">Restructuring Tasks & Activities</label>
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<section class="key_practices_container">


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                <option selected disabled>Select a key practice</div></option>
                <option value="1">Modeling</option>
                <option value="2">Eliciting Student Responses</option>
                <option value="3">Providing Frequent & Targeted Practice Opportunities</option>
                <option value="4">Using Affirmative & Corrective Feedback</option>
                <option value="5">Restructuring Tasks & Activities</option>
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            <h3>Modeling</h3>
            <p>Modeling ensures that students have a clear understanding of the components of a skill or strategy.
                Modeling is used to rep resent what experts do and to make skills and strategies explicit. When teachers
                model, they provide a clear explanation and demonstrate how to complete a task, often using a think
                aloud. When working with students with disabilities, models should be frequent and detailed. </p>

            [collapsible heading="Why is modeling important for students with disabilities?" elem="h4"]
            <p>Issues with memory and information processing are particularly challenging for students with
                disabilities. If their brains are consumed by committing information to memory or recalling information,
                it means that they can less fluidly complete tasks. Modeling lessens the cognitive load by breaking
                skills or strategies into essential steps; students with disabilities benefit from someone demonstrating
                a skill successfully and from hearing the internal dialogue of someone who is proficient in that skill.
            </p>
            [/collapsible]

            [collapsible heading="What could this look like?" elem="h4"]
            <ul>
                <li>Using clear and concise language</li>
                <li>Naming, labeling, and breaking down procedural and/or conceptual skills and strategies</li>
                <li>Using think aloud to externalize their inner dialogue</li>
                <li>Using examples and non-examples to highlight what is critical for students to understand and to
                    correct common misconceptions</li>
            </ul>
            [/collapsible]
        </div>
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            <h3>Eliciting Student Responses</h3>
            <p>Special education teachers use a variety of verbal and nonverbal strategies to elicit student responses.
                They elicit student responses regularly and for one of two purposes: to check for student understanding
                and to engage students in constructing knowledge. By checking for understanding, teachers can gauge
                whether students are ready to move on to practicing a skill or strategy, or whether any content needs to
                be retaught. Teachers may also elicit responses to help students elaborate their thinking or make
                connections between critical concepts. </p>

            [collapsible heading="Why is eliciting responses important for students with disabilities?" elem="h4"]
            <p>For teachers of students with disabilities, questions plays a number of key roles in the classroom. When
                students have attention issues, frequent responses ensure that they maintain their engagement in
                instruction. Further, for the student who is not confident in their own expertise or who is overwhelmed
                by complex learning tasks, effective questioning may serve to scaffold students’ construction of
                knowledge. </p>
            [/collapsible]

            [collapsible heading="What could this look like?" elem="h4"]
            <ul>
                <li>Using strategies (such as response cards, think-pair-share, choral responses) that elicit thinking
                    from more than one student at a time</li>
                <li>Drawing out student thinking through the use of visual, verbal, or gestural prompts</li>
                <li>Using many closed-ended questions to build to more cognitively-demanding questions</li>
                <li>Encouraging students to explain, justify, or elaborate on their or others’ responses</li>
            </ul>
            [/collapsible]
        </div>
    </div>

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            <h3>Providing Frequent and Targeted Practice Opportunities</h3>
            <p>Teachers provide practice opportunities to a) check for errors or misconceptions, b) build fluency and
                automaticity, and c) eventually allow students to work without support. These practice opportunities can
                be either guided or independent. Many students are not ready to practice independently after a teacher
                models a skill, so guided practice provides teachers with an opportunity to use prompts to gradually
                release responsibility to students. On the other hand, independent practice is a time for students to
                apply a new skill or strategy with minimal support. Throughout guided and independent practice, teachers
                frequently monitor students’ work for errors or misconceptions.</p>

            [collapsible heading="Why are practice opportunities important for students with disabilities?" elem="h4"]
            <p>After the initial round of modeling, many students are not ready to work independently. Students need to
                practice new material as they learn it. We also know that students with disabilities benefit from more
                practice. According to Rosenshine (2012), “Students need to spend additional time rephrasing,
                elaborating, and summarizing new material in order to store it in long-term memory.” This type of
                rehearsing helps students to retrieve information from their long-term memory quickly and helps them to
                develop fluency and automaticity with foundational skills. When students spend time becoming automatic
                in a skill, they have more time and space in their brains to devote to higher order skills such as
                comprehension and application.</p>
            [/collapsible]

            [collapsible heading="What could this look like?" elem="h4"]
            <ul>
                <li>Explicitly stating how the practice opportunities are related to the instructional target</li>
                <li>Adjusting the complexity of practice opportunities based on student responses</li>
                <li>Leading students through a skill or strategy using prompts and cues, such as mini-reminders</li>
                <li>Encouraging students to self-prompt</li>
                <li>Allowing students to complete independent practice and then providing specific feedback</li>
            </ul>
            [/collapsible]
        </div>
    </div>

    <div id="hidden-prac4" class='hidden-practices'>
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            <h3>Using Affirmative and Corrective Feedback</h3>
            <p>Teacher feedback helps students to understand two things. First, affirmative feedback students what they
                have done well and should continue doing. Second, corrective feedback tells students what and how they
                can improve their work. To be effective, this feedback should be timely and, during guided practice, it
                should be immediate. During independent practice, it should be delayed to allow for practice. </p>

            [collapsible heading="Why is feedback important for students with disabilities?" elem="h4"]
            <p>By offering feedback throughout guided and independent practice, teachers create additional learning
                opportunities for students. They quickly and explicitly teach students the expectations for high-quality
                work. They prevent students from inaccurately practicing skills and strategies — and therefore decrease
                future errors and ensure successful learning. </p>
            [/collapsible]

            [collapsible heading="What could this look like?" elem="h4"]
            <ul>
                <li>Providing corrective feedback to address specific errors and misconceptions (e.g., OK, James, 7 x 3
                    is 21 but 7 x 4 is 28. Let’s try it again... )</li>
                <li>Prompting students to re-apply a skill or strategy successfully following corrective feedback</li>
                <li>Providing affirmative feedback that highlights what a student did well(e.g., Yes, James, you are
                    correct that 7 x 4 is 28. Good job! )</li>
                <li>Offering feedback in a timely and direct manner</li>
            </ul>
            [/collapsible]
        </div>
    </div>

    <div id="hidden-prac5" class='hidden-practices'>
        <div class="collapsible-container">
            <h3>Restructuring Tasks and Activities</h3>
            <p>Sometimes, students aren’t successful using skills or strategies the first time around. They might have
                misconceptions about new content or be focused on irrelevant or distracting details. When this happens,
                instead of continuing down the same instructional path, teachers restructure tasks and activities to
                efficiently and effectively help students succeed. Using student responses to drive their instructional
                decisions, teachers adjust tasks and activities so that students are consistently moving toward mastery
                of the planned instructional objective. </p>

            [collapsible heading="Why is restructuring important for students with disabilities?" elem="h4"]
            <p>In special education, teachers restructure tasks and questions in order to ensure that students
                experience high rates of success and make progress toward the planned instructional objective. This is
                different than in general education, where teachers might restructure tasks based on student interest or
                questions with the goal of extending learning.</p>
            [/collapsible]

            [collapsible heading="What could this look like?" elem="h4"]
            <ul>
                <li>Making a task more or less complex based on student responses</li>
                <li>Remodeling a skill or strategy when students do not demonstrate mastery</li>
                <li>Using instructional prompts, reminders, and cues when students are unsuccessful (e.g., saying, “OK,
                    let’s look at our anchor chart and use it to guide our steps when solving this problem”)</li>
                <li>Reviewing previously learned materials and explicitly connecting the review to student errors,
                    misconceptions, or exhibited needs</li>
            </ul>
            [/collapsible]
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    </div>
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    keyPracBtn5.style.background = "#7AA8BF";
    keyPracBtn5.style.color = "white";
});




</script>