A Resource for Teachers and School Learning Support Officers

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Student Services Riverina Region For School Learning Support Officers Developing Instructional Skills Before the lesson begins, make sure you are clear on the intentions of the teacher regarding the objectives of the lesson: • An outline of activities and a description of the procedures to be used. • A list of materials needed. • A plan for reinforcement (rewards, encouragements etc.). • Procedures for keeping records if required. The following are helpful instructional techniques that can be used with the individual, or groups: Modeling The objective of modeling is to demonstrate to the student what they are expected to do in the lesson. For example, if a student is expected to fold a piece of paper a certain way, then this should be modeled as verbal instructions are given. Giving Directions Ensure that the student is attending. Select vocabulary that is appropriate for the student. Explain the purpose of the lesson and give one direction at a time. Providing Feedback Both verbal and non-verbal reinforcement techniques can be used to guide the student and keep them on task. Praise in a manner that expresses encouragement and support. Questioning Techniques The purpose of questioning helps determine the student’s level of mastery of the task or skill to be learned. Questions should be open-ended (not just requiring a yes or no answer), and sequential so as to guide the student towards a conclusion, or help them organise their ideas. Requests for Help Helping at the appropriate time prevents a student from becoming frustrated with an activity. Remember that additional help may stop the student from finding the answers independently. Further Hints to adhere to: • Follow the schedule of activities established by the class teacher • Learn to listen to the student/s – give them your full attention • Give feedback to the student/s about their progress • Use reinforcements that are motivating to the student/s • Be consistent – follow rules and provide structure. Riverina SLSO Guidelines 2012. Adapted from Illawarra and South Region J.Agzarian 28
Student Services Riverina Region For School Learning Support Officers Providing Instructional Support in Reading Following the teacher’s direction, you may wish to consider the following prompts to use when: The student stops or is stuck on a word WAIT about 5 seconds SAY “try that again”.. ask the student to start the sentence again. SAY LOOK TELL FEEDBACK “read the sentence again and say ‘blank’ or the beginning sound for the word you don’t know. Finish the sentence. Can you think of a word for ‘blank’ that would make sense. Do the letters fit on the page?” more closely at the unknown word. Look for smaller known parts. Look for additional information on the page e.g. illustrations, graphs etc. the student the word. Re-read the sentence if possible and continue reading. The student makes a mistake which doesn’t make sense WAIT until the student finishes the sentence, and even a little longer to see if they self-correct. SAY “did that make sense? Did it sound right?” You may need to repeat the student’s version! ASK “where does it sound wrong? What would fit there and make sense? Try all suggestions. ASK “does the word you guess fit the letters on the page?” TRY blank or beginning sound for the unknown word as before. LOOK more closely at the unknown word “what chunk do you know within the word?” etc. TELL the student the word. Re-read the sentence. FEEDBACK if possible and continue reading. The student makes an error that makes sense WAIT for self-correction, then either do nothing and continue reading – OR – FEEDBACK to the student re meaningful reading. Acknowledge that it does make sense. LOOK more closely at the word SAY if the word is …”then what letter would you see the start/middle/end? What word would fit the letters?” TELL the student the word, re-read the sentence and continue reading. REMEMBER: The essential purpose of reading is for meaning! Riverina SLSO Guidelines 2012. Adapted from Illawarra and South Region J.Agzarian 29
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A Resource for Teachers and School Learning Support Officers

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