6 months ago

FOUNDATIONS I Teacher Manual

  • Text
  • Overview
  • Syllables
  • Vocabulary
  • Autoplay
  • Processing
  • Struggling
  • Facilitate
  • Encourage
  • Content
  • Manual
STERK Engels Teacher Manual Foundadions !

Facilitate and Encourage

Facilitate and Encourage Where to look... PROGRESS: Progress Details - Sky Gym Completion Status What to look for... what it means Has the student used too many clicks without passing a level? Students who need more than 3 to 4 times the minimum questions to pass the introductory levels or more than 200 questions to pass a standard level with 80 ms sound sweeps may be struggling to understand the task, or they may be having auditory processing and/or memory difficulties. As students progress to shorter sound sweeps, they typically need 200 or more questions to complete a level. Make sure students remain motivated and are applying themselves. When students reach content that is especially difficult for them, progress will slow more questions will be needed to complete a level. Monitor the student’s Progress graph and celebrate small advances. Questions The number of questions needed varies by level: Introductory Levels Minimum questions: • Identify Single Sound Sweeps: 27 • Sequence Paired Sound Sweeps, Audio Feedback, Visual Cues: 9 • Sequence Paired Sound Sweeps, Audio Feedback: 63 • Sequence Paired Sound Sweeps: 27 Standard Levels Minimum questions: 69 • As students progress to more difficult levels (shorter sweeps), the number of questions required to complete a level generally increases. See the “Adjust Instruction/Intervene” section in this teacher manual for suggestions on supporting struggling students. Foundations I Progress Monitoring Chart in Student & Teacher Resources 66 Sky Gym Teacher Manual

Adjust Instruction/Intervene Differentiation Activities Facilitate and Encourage Differentiating instruction requires continually striving to know and to respond to each student’s needs in order to maximize learning. Use the data in Sky Gym 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 Sky Gym. 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. Make sure the student clearly understands the task of the exercise. Ask: Can you tell me what this exercise wants you to do? If needed, explain how the exercise works. Say: The computer will play a sound. If you hear a single sweep, you must click the up or down arrow to match the sound. If you hear a pair of sweeps, you must click the up and down arrows in the right order to match the pattern the computer played. Is the student aware that this exercise uses the 3-Forward/1-Back Rule to make forward progress? ? Explain that accuracy is the key to moving through the content in this exercise. Students make progress based on the 3-Forward/1-Back Rule: they move forward when they get 3 answers in a row correct, but they move backward when they get 1 answer incorrect. Because streaks record the number of correct answers in a row, charting this can help the student self-monitor by providing visual feedback of their number of correct answers in a row. Use the Three-in-a-Row Worksheet to help the student visualize their progress and become more focused on accuracy and consistency. Does the student need help identifying the sound sweeps? Show the student how to use Help mode within the exercise. Have the student click the Help button to see all four possible sequences of sound sweeps at the current frequency (Hz), duration (length of each sound sweep), and ISI (time between sound sweeps). When Help opens, have the student click a Go button to hear the corresponding sequence of sound sweeps. Using Help does not affect the student’s standing in the exercise. Sky Gym Teacher Manual 67