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IMPLEMENTATION
Support Materials
for
Students with
Special
Education Needs
Implementation
Implementation
of
the
program
developed will
reflect
the
decisions made
regarding
effective
procedures
and
strategies,
for
individual
students,
and
the
Presenting newmaterial
in small steps
Students with
additional
learning
needs will
develop
knowledge,
skills
or
strategies more
readily
if
they
are
broken
down
into manageable
‘chunks’
or
steps.
Syllabus
indicators may
be
used
to
assist
teachers
in
determining
these
steps.
For
some
students
the
knowledge,
skills
and
strategies will
need
to
be
broken
down
further
into
smaller, more
incremental
steps
than
the
indicators
describe.
Presenting material
in
small
steps
and
providing
for
after
each
step
enables
students
to
build
layers
of understanding
and
skills
on what
they
already
know
and
can
do
(Curriculum Corporation
2005). Teachers
should monitor
student
practice
to
prevent
errors
in
the
construction
of
their
knowledge,
skills
and
strategies.
To
support
students
in
the
development
of
knowledge,
skills
and
strategies,
the
teacher
can:
•
identify
the
prior
learning
steps
essential
to
the
new
learning
•
review
relevant
concepts
and
vocabulary
•
explain
new
or
unfamiliar
vocabulary
•
provide
a
short
statement
of
goals
and
an
overview
of
the
lesson,
identifying
the main
ideas
•
model new
learning,
giving
instructions
and
explanations using
clear
and
concise
language
•
provide
time
for
guided
practice
and
independent
practice
after
each
step
•
provide
to
students
•
start with
easier material, moving
to more
difficult material
•
frequently monitor
students’
learning.
Helping students
to develop an organisation
for newmaterial
Students with wellconnected
knowledge
structures
(ie wellorganised, with
numerous
and
strong
connections
and
interconnections
between
stored
information)
are more
able
to
retrieve
information
easily
and
use
their working memory
to
focus
on
new material
and
problem
solving.
Students’
prior
knowledge
provides
a
framework
into which
they
can
integrate new
information.
Teachers
can
assist
students
to
integrate new material
into
their
existing
knowledge
by:
•
explaining
the
purpose
of
learning
or
task
•
explaining what
students will
learn
during
teaching
and
learning
experiences
•
providing
a
review
of
previous
learning
(including
relevant
vocabulary)
to
activate
background
knowledge,
skills
and
strategies
•
identifying
background
knowledge,
strategies
and
skills
needed
for
a
unit
of work
•
preteaching
required
background
knowledge,
strategies
and
skills
(identified
through
assessment)
15
Teaching
and
learning
cycle
English K–6