educational info

Educational Information

Lesson Structure: Research to Practice, ERIC Digest #448.

cont.

PROMPT FOR CORRECT RESPONSE:

Effective teaching includes guided practice with prompts and feedback. Optimal learning is created by preventing incorrect responses and eliciting as many correct responses as possible.

With mildly handicapped students, prompted practice is continued until students have demonstrated a very high level of proficiency.

Prompting can be accomplished by having teacher and student do the behavior at the same time, such as, "Read the word with me." Student and teacher can simultaneously observe each other.

With higher level skills, prompting can also be done by verbal clues as the student performs behaviors. For example:

Teacher: Read this problem. Student: 34 plus 9. Teacher What column do we add first? Student: The one's column. Teacher: Read the one's column. Student: 4 plus 9. Teacher: What is 4 plus 9? (Pause). Student: 13, etc.

CHECK FOR SKILL MASTERY:

When students have demonstrated proficiency in performing the behavior, they then perform the behavior under supervision with no prompting.

During unprompted practice, the response needs to be monitored carefully. Feedback must be provided after every item and continued until students are consistently responding correctly. The teacher provides a number of successful repetitions.

CLOSE THE LESSON:

A definite closure to the lesson is needed for mildly handicapped students. This close can be accomplished by reviewing the skill, discussing what will be covered in the next lesson, or introducing independent work or homework.

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