Quick Takes | Innovative Instruction Practices
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A collection of Quick Takes focused on innovative instruction practices. Each quick take is less than 9 minutes long and presented by teachers in the field.
Topics Included in this Series:
- How Teachers Influence Preadolescent Twice-Exceptional Student Success
- Remember Conversing with Children with and without Disabilities about Drawings They Create
- Using Music to Teach Math
- Supporting Cultural Diversity in Special Education
- PAUSE for Assessment - Informal Strategies to Capture Student Learning
- Task Box Differentiation Using Universal Design for Learning
- Collaborative Reading Comprehension Strategy for Middle and High School Students
Recording | Collaborative Reading Comprehension Strategy for Middle and High School Students
Open to view video. | 8 minutes
Open to view video. | 8 minutes
This quick take is an overview of how to use an instructional strategy to promote active student engagement to support secondary students with disabilities in reading comprehension. This strategy is designed to improve the comprehension skills of middle and high school students with learning disabilities. Improved student comprehension will carry over into all areas of student academic activities as well as improved daily living skills outcomes.
Recording | How Teachers Influence Preadolescent Twice-Exceptional Student Success
Open to view video. | Closed captions available | 7 minutes
Open to view video. | Closed captions available | 7 minutes
This quick take addresses strengths-based instructional strategies to identify and effectively differentiate for twice-exceptional (2e) students. Current research identified key areas of teacher development, communication, and differentiation strategies for this asynchronous population.
Recording | PAUSE for Assessment – Informal Strategies to Capture Student Learning
Open to view video. | Closed captions available | 8 minutes
Open to view video. | Closed captions available | 8 minutes
Intimidated by assessment, teachers often avoid gathering informal, real-time data in their classrooms. Informal data collection can improve instruction immediately. With data, teachers can quickly ascertain if students are ready to move toward independent practice or need to have a concept repeated or retaught. Using the mnemonic, PAUSE, participants will learn how to briefly stop instructing and start assessing. Through thoughtful questioning and checks for understanding, teachers can listen, read, or watch students provide data that informs the learning to come.
Recording | Remember Conversing with Children with and without Disabilities about Drawings They Create
Open to view video. | Closed captions available | 7 minutes
Open to view video. | Closed captions available | 7 minutes
Children have an innate desire to draw (Kellogg, 1979). Yet, many adults may quickly link drawings made by young children to artistic products. The judgment of children's drawings is based on a conventional measurement, e.g., elements drawn either look like or do not look like reality. Some adults perceive that marks left on paper by children contain little meaning. However, children hold a different view: their scribbles or their own created symbols represent what they intend to express. To unveil the embedded meaning, adults need to converse with children, with or without special needs.
Recording | Supporting Cultural Diversity in Special Education
Open to view video. | 6 minutes
Open to view video. | 6 minutes
The quick take focuses on not only respecting learners as individuals but also providing a variety of educational experiences for students to model culturally responsive practices to prepare them to be advocates of equity in the world. As educators, it is essential to go beyond cultural holidays to explore our similarities and differences so we can value and celebrate each other's strengths through purposeful and meaningful activities that build deep awareness and understanding of varying communities or groups before examining different experiences using their newfound knowledge.
Recording | Task Box Differentiation Using Universal Design for Learning
Open to view video. | Closed captions available | 8 minutes
Open to view video. | Closed captions available | 8 minutes
Task boxes are a versatile system that can be used in inclusive or special settings for any grade level. Task boxes are literally boxes that contain the materials that a student needs to accomplish a task. The purpose of a task box is to allow students an opportunity to complete hands-on tasks with independence. These are often used as a supplement to regular instruction to reinforce prior learning and allow the application of skills. However, task boxes are only useful if they are appropriately matched to the skill level of a student and are designed to stimulate engagement with the materials.
Recording | Using Music to Teach Math
Open to view video. | Closed captions available | 8 minutes
Open to view video. | Closed captions available | 8 minutes
In this quick take, participants will use music to learn the concepts of right, obtuse, and acute angles. This active learning presentation will incorporate size, color, pacing, and teaching modality (visual, aural, and kinesthetic) as part of this eight-minute session. Students with disabilities often need to experience concepts in more than one modality before retaining them. This presentation will demonstrate how to sequence instruction using music (aural) with motions (kinesthetic) for students to experience a concept followed by a visual presentation.