Views
5 months ago

ELEMENTS I Teacher Manual

STERK Engels Teacher Manual Elements I

Facilitate and Encourage

Facilitate and Encourage Where to look... PROGRESS: Progress Details - SonoLab Completion Status Number of Trials The number needed varies by level: Training Level Average range for students making good progress: • 9 - 28 Standard Levels Average range for students making good progress: • /gi/ - /ki/: 60 - 170 • /chu/ - /shu/: 70 - 170 • /si/ - /sti/: 40 - 110 • /ge/ - /ke/: 40 - 150 • /do/ - /to/: 40 - 180 • /ba/ - /da/: 60 - 190 What to look for... what it means Has the student taken too many trials without passing a level? High performers can complete each level in fewer than 100 trials. • A student who is still working on a level after more than 150-200 trials may be struggling. • If a student has taken more than 200 trials, it is important to make sure the student is applying themself and maintains their motivation and attention. • When students reach content that is especially difficult for them, their progress will slow and completing a level will take more trials. At these times, monitor the student’s progress graph and celebrate even small increases. The “Adjust Instruction/Intervene” section in this teacher manual provides suggestions for how to support students who might be struggling with SonoLab. Elements I Progress Monitoring Chart in Student & Teacher Resources 40 Elements I Teacher Manual

Adjust Instruction/Intervene Differentiation Activities Facilitate and Encourage Differentiating instruction requires continually striving to know and to respond to each students’ needs in order to maximize learning. Use the data in SonoLab reports to adjust instruction to meet each student’s needs and respond to variance among learners. The activities below are suggestions to support students who might be struggling with their progress in SonoLab. Does the student understand the exercise goal/task? Observe the student as they work through the exercise demo to determine where their understanding may be breaking down. Does the student frequently “miss” the correct answer because they have difficulty with timing and rhythm? Unlike many of the other exercises, this one requires a fast response time so timing is everything! Ask the student to tap their foot every time they hear the syllable repeated to help them improve their timing. If the student has trouble using a mouse or iPad consider switching to a keyboard and use the keyboard shortcuts. You may also ask the student to close their eyes while they listen to help them focus. Does the student easily lose focus? Choose an object near the student to focus on and ask them if they can hold their eyes on the object for 3 seconds without looking away. Have the student prove that they can. Ask the student if they can hold their eyes on the same object for 5 seconds. If they can, have them focus for 7 seconds. Affirm the student’s ability to concentrate for that amount of time. Then explain that one answer in SonoLab rarely takes more than 7 seconds of concentration. Finally, ask the student to turn off Autoplay so they determine when their 7 seconds of concentration begins. When the student has the discipline to resume with Autoplay, allow them to do so. Elements I Teacher Manual 41