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[DOC File]Errorless Learning for People with Memory Problems
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If you are cuing and the person does not act or answer right away, give more of a cue until you get the right response. Teaching Skills Through Errorless Learning. Try to teach skills in the same setting and with the same materials that the person will be expected to use to carry out the activity.
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[DOC File]Synthesizing Information: Step-by-Step Instructions For ...
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Sometimes you need to put an article aside if you can't understand it yet. That's OK. When you learn something new, you need to be able to connect the new idea to something you already know. Maybe you need a different description of the new idea, with different words or examples. Or maybe you need to think about it for awhile.
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[DOC File]Slide 1: Dignity and Respect
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Confidentiality means that any information you learn about the student should remain private. As a person supporting student’s with ASD, it is critical to remember that everything you learn about a student is confidential and must not be shared with anyone in the school or outside of the school. Slide 22: General rules for confidentiality
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[DOC File]Writing Goals, Educational Objectives, & Learning Outcomes
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An educational objective states what the student will learn and be able to accomplish by the end of instruction. It describes a specific behavior which will lead to the desired goal. It is specific and measurable. It has three major components: 1. What the student will be able to do. 2. Conditions needed for the student to accomplish the task.
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[DOCX File]Homepage - CMU - Carnegie Mellon University
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Write the name of each of your group members in a separate column. For each person, indicate the extent to which you agree with the statement on the left, using a scale of 1-4 (1=strongly disagree; 2=disagree; 3=agree; 4=strongly agree). Total the numbers in each column.
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[DOCX File]Lesson Plate Template
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If you solicited feedback from the previous lesson, this is an opportunity to have the class critically reflect on it. The main objective with critically reflecting on their feedback is to acknowledge its receipt, as appropriate express an unemotional, logical response to it (or not—sometimes it’s simply grousing), and perhaps make changes to how you conduct the class.
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[DOC File]What did you learn from teaching with PowerPoint as a tool
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What did you learn from teaching with PowerPoint as a tool? (from your own teaching and from watching others?) PPT made me more aware of teaching. Because we talked about ineffectiveness when instructor just sits there, I worked at it more. Creating the PPT was difficult – in mine there was just pictures and a …
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[DOC File]Context for Learning Information Template
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a. Provide information about the context in which you teach so that another educator can understand your teaching decisions . for the instruction in the learning segment. Address the following: Type of setting (e.g., first grade classroom in an elementary school, self-contained classroom, a home, a job site)
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[DOCX File]Lesson 1-3: Decisions - High School Financial Planning Program
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LEARNING OUTCOMESIn this you will apply strategies to help you be mindful about your spending decisions. Along the way you will:Discuss what influences your spending decisions.Identify tools and strategies you can use to better manage your spending habits.Demonstrate how the criterion-based decision-making process works.Use what you learn to make a deliberate decision for a major …
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[DOC File]Teaching Social Skills
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Can you think of how task analysis can be used to teach social skills? It is done in the same way as you would teach other types of skills. First, the steps needed to complete the skill are written down. Next, the student is taught the individual steps of the task and reinforced for demonstrating the steps until they can complete the entire skill.
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Teach you and you learn