High Leverage Practice Videos Part B:

1.  Adapt Curriculum Tasks and Materials for Specific Learning Goals: 1. In class, I
learned that an adaptation is the teacher changes some part of the curriculum. Adaptations
can be good for all students and not just students who have disabilities. I want to
remember this and when I am teaching, and I want to incorporate adaptations for my
future students if they need it. 2. I also learned that a student with a disability will still
complete schoolwork as the same as their peers who do not have disabilities. The
students with a disability, for example, might just need extra time to complete the task. 3.
Lastly, I learned that it is important for teachers to match the accommodations and
modifications to their students’ learning goals. They will then be able to evaluate how
those accommodations and modifications impacted their students’ learning goals.
2.  Use Cognitive and Metacognitive Strategies: 1. I learned when using cognitive and
metacognitive strategies, it includes two main components. The students need to learn
strategies to address certain academic or social/behavioral concerns and then they
evaluate the effects the strategy they used had on how well they did. 2. I also learned
strategies help students be able to problem solve on their own. As a future teacher, this
will be important because I will need to make sure I help my students learn to do this
while using cognitive and metacognitive strategies. 3. Lastly, I want to remember that
some students may be able to develop their own learning strategies, but students with
disabilities, a lot of the time, need more explicit instruction to learn certain strategies that
support them.
3.  Use Explicit Instruction: 1. I learned that explicit instruction is when a teacher gives
effective instruction for all types of learners whether the learners are more visual, more
auditory, etc. It is important to keep this in mind because all children learn differently,
and so teachers will need to be able to adapt to that and teach in the best way possible. 2.
When teachers use explicit instruction it is important that they provide lots of
opportunities for students to respond. It is also important for the teachers to provide
feedback right away on how the students did and the language, the teacher uses, needs to
clear. 3. Lastly, I learned that it is crucial to provide many different examples and non-
examples of the content being taught. The examples need to be clear, and they should
help explain the meaning of the content being taught.
4.  Use Flexible Grouping: 1. I learned that it is really important when dividing up the
class into groups, they should be carefully picked, and they should not be random. This is
because it should address the individual students’ needs. When the group is carefully
planned, it will often lead to better learning for the students. 2. Secondly, I learned we, as
teachers, should not assume students know how to act and behave in certain groups. We
need to make sure that we teach clear instructions, teach and review expectations and
routines, and maximize time on each learning task. 3. Lastly, I learned that when working
with students in any kind of group, it is important for teachers to talk about the specific
learning goals, provide clear instruction, and use strategies that make the students
accountable and also maximize their opportunities to respond and receive feedback.
5.  Use Strategies to Promote Active Student Engagement: 1. First, I want to remember
to build positive relationships with my future students. It is really important to have good
 relationships with your students because they might be more comfortable in class.
Teachers can do this by making an effort to get to know their students more on a personal
level. 2. I learned that teachers have many opportunities to promote student engagement
when they are teaching lessons to the class. It is important to not just have one way to get
students engaged because that one way might not work well for some students. 3. Lastly,
monitoring students’ learning and providing meaningful feedback, right away, has also
been mentioned in some of the other videos. This is important because students need to
receive meaningful feedback to see how they are doing, and this should occur as often as
possible. If students never got feedback, then they might not know how they were doing,
and they might be less engaged in future lessons.
6.  Provide Intensive Instruction: 1. I learned that intensive intervention is not a specific
product or tool. It is actually a process and educators use this process to identify and
provide evidence-based instruction for students who have disabilities and who also have
severe learning needs. 2. Secondly, I learned that some students will make sufficient
progress with evidence-based practices, but other students will not make good progress.
That means these students need a more intense and individualized approach and this is
where intensive intervention comes into play. 3. Lastly, I learned that teachers could
make adaptations to the intervention approach. They do this based on diagnostic data, and
they will continue to monitor the student to see how they are doing and if other changes
need to be made.

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