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TEACHING STRATEGIES

FOR MENTALLY RETARTED


CHILDREN
SEATING

1- SEMICIRCULAR
2- SMALL GROUP
3- SEATING FOR LEARNING
DEFICITS
4- SEATING FOR ATTENTION
OR BEHAVIOR DEFICITS
MODES OF INSTRUCTION

TEACHER-DIRECTED GROUP
INSTRUCTION
SMALL GROUP AND
INDEPENDENT WORK
LESSON FORMAT

ONE SKILL AT ONE TIME


DON’T DEVIATE FROM
OBJECTIVES
IMITATION
DISCRIMINATION
GUIDED QUESTIONS/ ANSWERS
ASKING QUESTIONS

QUESTIONS SHOULD BE
1- I.Q APPROPRIATE
2- AGE APPROPRIATE LANGUAGE
3- CONVERGENT
4- OBJECTIVE
5- ONE QUESTION AT ONE TIME
6- WAIT FOR RESPONSE
7-AVOID REPHRASING
8-AVOID REPEATING
9-LESS YES/NO QUESTIONS
10-PROMOTE HIGHER-ORDER
THINKING
11-SPECIFIC AND RELEVANT
QUESTIONS
12-LEAD QUESTIONS
CONTROLLING STUDENT
ERRORS
TIME DELAY/ WAIT TIME
MOVE FROM EASY TO DIFFICULT
REPETITION OF MODEL ANSWERS
SKILL CHAIN
VERBAL DIRECTION
GESTURAL DIRECTION
PARTIAL MODEL
FULL PHYSICAL GUIDANCE
CHORAL RESPONDING

INDIVIDUAL INVOLVEMENT
COMMANDS ATTENTION
REQUIRES BRIEF RESPONSES
LIVELY PACE
FIRST EXPLAIN MODEL
IMMEDIATE FEEDBACK
EVALUATION OF PROGRESS

FORMATIVE
CONTINUOUS
CHECKLIST/ RATING SCALE
SMALL GROUP AND
INDEPENDENT WORK
TUTORING
1- ONE-TO-ONE BASIS INSTRUCTION
2- USE OF SPECIALLY DESIGNED
MATERIAL
3- PEER-TUTORING
4- INCREASES STUDENT INVOLVEMENT
5-BEHAVIORAL PRINCIPALS
6- PRACTICE
LECTURE-PAUSE PROCEDURES

VERBAL PRESENTATION OF
INFORMATION
SERIES OF PAUSES
LECTURE SEGMENT 6-8 MIN
PAUSE 2-4 MIN
ACTIVITIES DURING PAUSE
SELF EVALUATION OF TEACHER
COOPERATIVE LEARNING

GROUPS INTERDEPENDANCE
TEACHER ACTS AS A MONITOR
NOT STATIC
DISCUSSION
COMPUTER APPLICATIONS

CAI
1- INDIVIDUALIZED INSTRUCTION
2- SYSTEMATIC PRESENTATION
3- IMMEDIATE FEEDBACK
4- PERMITS REPETITION
5- STORES LARGE INFORMATION
TYPES OF CAI
TUTORIAL
DRILL AND PRACTICE
SIMULATION
CMI

COMPUTER ACTS AS MANAGER


TEACHER ENTERS INITIAL
INFORMATION
COMPUTERS GENERATES AND
ADMINISTER TESTS
COMPUTER HELPS IN DECISION
MAKING
SOCIAL SKILL DEVELOPMENT

INTRODUCE SKILL AND


RATIONALE
DISCUSS SITUATION AND
EXAMPLES
IDENTIFY SKILL STEPS
MODEL THE SKILL
REHEARSE WITH FEEDBACK
COGNITIVE-BEHAVIOR
INTERRVENTIONS
SELF INSTRUCTION
SELF RECORDING
GENERALIZATION