Basic HTML Version
Support Materials
for
Students with
Special
Education Needs
IMPLEMENTATION
•
brainstorming
in
a
small
group
or
as
a whole
class what
students
know
about
a
topic,
skill
or
strategy
•
highlighting
and
building
on
student’s
existing
knowledge,
skills
and
strategies,
eg
‘We
know
that …’
•
including
previously
learned materials
in
current
learning
experiences.
Practice
Students
require
sufficient
guided
and
independent
practice
to
learn,
remember
and
use
knowledge,
skills
and
strategies.
Guided practice
Guided
practice
involves
supporting
students
during
initial
practice
to
ensure
that
they
develop
knowledge,
skills
and
strategies with
accuracy
and
do
not
practise
errors.
It
also
involves
providing
for
extensive
student
processing.
During
initial
practice,
the
teacher
supports
students
by:
•
guiding
or
leading
students
through
examples
of
the
knowledge,
skill
or
strategy
•
providing
a
number
of
examples using
a
‘think
aloud’
strategy
•
programming
for
active
student
involvement
and
frequent
opportunities
to
respond,
eg
asking
a
high
number
of
questions
(Westwood 2006)
•
questioning
students
at
different
levels
of
complexity,
including
those
students who
do
not
volunteer
a
response
(Westwood
2006)
•
monitoring
the
responses
of
all
students
•
identifying
students who
require
further
instruction,
ie
reteaching
or
additional
teaching
and
learning
•
inviting
students
to
come
to
the
board
and
complete
a
task
or
an
aspect
of
a
task,
discussing
their
skills
and
strategies
(this
allows
students
to
view
additional models
and have
skills
and
strategies
explained
by
their
peers).
Providing
for extensive
student processing
Information
is more
likely
to
be
stored
in
longterm memory when
students
are
provided
with
repeated
opportunities
to
integrate
and
create
links
between
new
knowledge
and
existing
knowledge.
Activities
that help
students
to
integrate
new
knowledge with
existing
knowledge
include:
•
comparing
and
contrasting
new material with
prior material
•
drawing
connections
between
new material
and
prior material,
eg
using
concept maps
•
organising
information
•
summarising
•
explaining
new
learning
to
others,
eg
peer,
group,
teacher
or
teacher’s
aide
(Mastiopierri
&
Scruggs
2002)
•
quizzing
one
another
•
generating
and
answering
questions
•
developing mind maps
•
applying
learning
to
a new
situation
17
Teaching
and
learning
cycle
English K–6