Expliit Timing显式的定时.ppt

How might you know if it’s not a good time? (The other person looks very busy. You are running late for class.) What might happen if I stood really close to someone when I was meeting him or her for the first time? * * Have students perform role plays in which they act out the steps. If your group is ready for generalization training, use situations set in and outside of the classroom. After a few students have role played the steps in front of the group, have them pair off and practice with partners. Circulate and provide praise and corrective feedback * * * * * * * * * * * * * * * * * A Fannie C. kindergartener helped graph his own progress on an intervention targeting counting w/one to one correspondence skills. He loved seeing his bars get taller and taller! High school students in Ms. Steingut’s Six Minute Fluency class graph their own reading fluency progress. Performance graphing has been shown to motivate student and teacher progress– everyone loves to *see* their progress, to see that they are “beating their scores.” Immediate performance feedback is best– students should have the opportunity to receive performance feedback as soon as possible after a work/intervention session. Think about a video game– would anyone be motivated to play if you didn’t find out your score until a week later? Most people thrive on the constant feedback they get from the game– the sounds, images, numbers, etc., provide immediate feedback about your progress and motivate you to keep playing and to keep trying to beat your best score, etc. * * * Public recognition is reinforcing for some students. This poster was displayed in the hall at Cohen High School. Mr. Hochron attributed attendance progress to improved organization and establishment of various reward systems. They were also doing pens, pennants, pizza parties during the 09-10 year. This chart was photographed on the wall at Cohen High. Public Posting, goal-setting, and performance graphing are strategies that have been