Discuss the differences between previewing, pre teaching and reviewing and it's importance in the education of special education students.
What are some modifications that you use in your classroom to aid student learning.
Respond to 2 people
I think previewing is when you go through a book and look at it's text features, like headings, illustrations, captions, diagrams, bold words, etc. and talk about what the book or lesson is going to be about. This way the student will know what to expect from the lesson and will have a chance to familiarize himself with some of the concepts. Preteaching is more detailed. I think it includes actually teaching the vocabulary words and key concepts before the lesson is presented in the classroom. Reviewing is done after the lesson has been taught (or while the lesson is being taught) to monitor comprehension. All 3 are important for our kids but I find previewing and reviewing easier to do. When a kid has para support, time is always an issue so it is hard to find time to preteach science and social studies concepts. A preview takes less time and might be easier to manage in the classroom. It is my opinion that teachers should always do a good preview before beginning a lesson anyway but most don't (as far as I can tell anyway).
ReplyDeleteAs a former elementary teacher, one of the most important lessons learned was the importance of previewing for students. At the beginning of every lesson it is important to let the students know where you are going with the lesson and how you are going to get there. This allows the students time to process what the final result will be and prepare them for the journey ahead.
DeleteAs usual, Rae Lynn stated very clearly the differences between previewing, preteaching and reviewing. The only thing I would add is that, especially for our students, reviewing should happen often so that the material we preview, preteach and teach isn't lost over time or confused with materail that is learned later.
DeleteA modification I use for science is to type a cloze passage for his note taking. The teacher has the students read the lesson and then take their own notes but he was really having a hard time with this. Now I give him an outline, in the form of a cloze passage, which he completes as he reads. Most sections have some review questions at the end of them. I have used highlighting tape to assist in using the textbook to find information. I really like the book's idea about putting a color code key at the front and then using specific colors. Next year I'm really going to stock up on highlighting tape and use it for my kids who need help in social studies and science.
ReplyDeleteI like the idea of highlighting tape. I have used it before, but when removed it took part of the words off. But if the book is always for needy children that would work. Cloze methods are so good. I am so amazed at how well so many guys can do this, when everything else doesn't work.
DeletePreviewing is when you take a sneak peek. You look at a book at the title, pictures and glance. For early learners it would be like a walk through of the book. Getting the feel and setting the tone for the subject.
ReplyDeletePre-teaching is skill driven. You are getting the heads up and doing actual extension of knowledge. We use it when we know the class is going to learn decimals that week. So we pre-teach the value and coins and cents to set them up and start the learning. Sometimes on books I have had the child read ahead and prepare one or two answers to something in the section. Then the next day the teacher reads that chapter and when the question time comes, she will direct certain questions toward our shared students. That gives the student confidence and often other students will take note that this student does know things.
Reviewing is taking what has been presented and offering other opportunities for learning materials. The book talked about reviewing the words bluff, stern and bear. We often do matching type games to help get info into a student's long term memory.
All these skills are important for our kiddos because they need more than 20+ repetitions to learn something. We have to jump start so they don't get lost. We have to preview to help them make the links to the vocabulary and the concepts and the review to continue the processing process.
We do the normal shorten, extend time to complete preferencial seating, read the questions to them, etc. We have the teachers lessons in math to help with pre-teaching subjects and workability. We do cueing sheets to help with processes and how to proceed. Most of the changes, however, are done on the spot. We look at what is the objective of the lesson and then put it into our student's level. For most of them is is to simplify and grow. For one student in second grade, who is only counting to 11, when addition sheets are presented, we black out all but the ones place. then use counters to count out that number and then the second number and put them together and total and write that answer. If we do subtraction we then have her remove that number of objects. This has shown growth and she can do it independently.
ReplyDeleteI always get rid of the thinking questions. I might ask but they just tell me and I will write it down.
On writing they might write for awhile and then take a break and I write what they say.
I have used the IPAD to allow the student to do practice without timers and at their level.
I like bookmarks,a title teacher a long time ago told me to let students put it above the line so kids could learn to swoop with their eyes to the next line. It does work.
Use book marks vertically to do math and keep eyes focused on lines of numbers.
Graph paper for math to help with alignment. Or do the work turning lined paper vertically and having natural lines.
I let students be teachers and explain to me. Then I know what they know and ask questions to help them explain and expand.
You know I read the chapter and though I guess I could do some of that, but the time and opportunity when we do inclusion makes it difficult. At my level, thank goodness, my kiddos don't do much note taking.
Dot - The bookmark idea is a tried and true accommodation for reading although I had not thought of using it vertically for math. Genius! As a former Title I teacher, we used word windows as a reading accommodation which helps with word reading but not comprehension. To practice comprehension, we would have the student reflect after each chapter using the five W's (who, what, when, where, why or how).
DeleteBookmarks are a great way to boost learning. I use them to remind students of the vocabulary we learned in preteaching. Another modification I like is on page 77 (#24), choral reading. This is an easy modification for paras, they can do it with any small group without limiting it to "our" students. I can tell it works because the kids tend to participate more.
DeletePreviewing is letting the students know what they will be learning. This can be done by reading the back cover or inside flap of a book. It can be writing the lesson plans on the board for them to see what they will be doing in class that week. This is not extensive but important for them to know what to expect in your class. Pre-teaching involves more. This is accessing prior knowledge which can be done using Thinking Maps, concept questions, discussion, and even a video for visual. Going over vocabulary that will be necessary for better understanding of the unit takes place during this time. This part can be done over several class periods depending on the content. My reading class will start the book "Percy Jackson and the Lightning Thief" after spring break. I will spend several class periods pre-teaching prior to reading the book since it involves Greek/Roman Gods. Reviewing is going over material that has already been taught. This lets the teacher know how the students are progressing in the content. This should not be done at the end but little reviews throughout the unit to check for comprehension. If a student is not understanding then interventions need to take place. Review can be daily, asking the class to write an answer on a post-it-note to a question before going out the door or a bell ringer the next day at the beginning of class reviewing what was discussed the previous day. All 3 are important to students understanding in the classroom!
ReplyDeleteI teach 2 reading classes. One is Spell Read and the other is a regular reading class. We do all of the reading together as a group. Sometimes the students read silently or listen to the story or parts of the story using a playaway- I hook it up to speakers so everyone listens! We do all the work together. Both classes are small; 4 and 5 students in each class. There is no homework so attendance is very important. I have 2 students who miss alot of school. One boy missed 10 days this past 9 weeks! I usually exempt them from work that they miss for me so they can concentrate on making up work in their core subjects. But that did not seem fair to the others who are here everyday. So I found a web site- rubistar.4teachers.org. We read "James and the Giant Peach", all reading and work done in class together. To have students be accountable for coming to school part of the rubric for the book was attendance. If they were here every day they got all 5 points and it went down from there. If they did all of the work they got all 5 points. If they were absent they lost points but still could get all of their assignment points if they did the missing work on their own. There were other parts of the rubric. This was part of the grade for that book unit. It effected my 2 students who were absent alot. Their grade dropped a letter grade because of it. They also did not do too well on the AR quiz which also effected their grade. At the middle school level we are really trying to teach responsibility and not coming to school simply because you do not want to should reflect in your grades. I have a hard time providing kids with modifications when they do not put forth much if any effort on their part. I realize there are lots of reasons for students doing this so I go on a case by case basis. We loop so I really know my 8th graders at this point, its my 3rd year to work with them! When we start our next book a rubric will got with that too. I go over the rubric prior to the book and keep it posted the entire time so they know the expectations!
ReplyDeleteCarol - I have used Rubistar4teachers. It is a wonderful site that allows you and your students to create your own rubrics.
DeleteI like your ideas. I understand the concept of it not being fair when others are there. I know that at middle school that self responsibility is important and a life long skill. It is a hard one. Sounds like you are trying hard to pick your battles.
ReplyDeleteI never thought of hook up to speakers. We usually use headphones, but the speakers makes sense.
I like the rubric reading before you start. I think that is so important for buy in.
One of my favorite previewing activities is T.H.I.E.V.E.S. approach. This lends itself best to social studies and science textbooks. T.H.I.E.V.E.S.is an acronym for title, headings, introduction, every first sentence in a paragraph, visuals and vocabulary, end-of-chapter questions, and summary. You can have students read aloud as a group, a pair of students or individually.
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ReplyDeleteIn my opinion, Previewing is discussing what you will be learning, for instance looking at the beginning of a chapter and simply discussing some key points. Pre-teaching is more detailed, where you hit on major points, such as learning new vocabulary and giving them background information that will help them when they start the actual lesson. A review is summarizing what you have taught, again hitting the most important and key points of the lesson in order to make sure students comprehend what has been presented.
ReplyDeleteIn my classroom, I tend to pre-teach a lot of vocabulary, but mostly, I review, or re-teach what the students have learned in other classes, such as how to change fractions to percents, or different examples of figurative language, etc.
Previewing is allowing a student to see the materials before being introducing within the classroom. Things that you could preview with a student would be things such as text features, organization of the text books and the framework of how questions are. This can be helpful to special education students in the fact that they would know how to use the book and find answers for activities. It could also give them some understanding of the concepts taught in the chapter.
ReplyDeletePre-teaching helps the student understand the concept before it is introduced in the classroom. Some examples of things that you can pre-teach are vocabulary and help build background knowledge. this is also good the special education kids because it gives them the information to participate in class with confidence.
Reviewing is going over already learned material. this is very helpful to all children not just special education. It allows students to recall the information that they have learned.
Some modifications that I have used within my class room are using a tracker for students to be able to read with and help them stay on the correct line. I have found some that have the different colored overlays within them that seem to help different students. I really like after reading a paragraph have the students rephrase what they have read. It allows me to see if the student really comprehended what they read. I am also really into using graphic organizers to help students have a picture of things.
Previewing materials involves activating prior knowledge and is not as in depth as preteaching. Preteaching involves creating prior knowedge for when they learn the concept in class. It focuses on fewer aspects than previewing, but goes much deeper into those aspects than previewing as well. Previewing will often involve text features and pictures where as preteaching will involve specific information and vocabulary instruction. Both previewing and preteaching happen prior to instruction. Previewing will often happen immediately prior to instruction, preteaching will often happen up to a week prior to instruction.
ReplyDeleteReviewing happens post instruction. It involves checking for understanding and reteaching concepts that students did not master well enough during instruction. It will involve vocabulary and conepts, it may also involve text features as well.
All theree are important parts of a lesson. Previewing can be a dipstick check for understanding and prior knowledge that can serve as a guide to preteaching and reviewing. In addition, reteaching may be found to be necessary after review if there are major gaps in understanding after the lesson. In addition, during the lesson, using the Blooms Taxonomy question forms can also serve as a guide for review or reteaching after the lesson.
One more addition to instruction, revisiting is another form of review that is critical for our students. Once they get the concept, revisiting it further down the road can reactivate that knowledge and move it over to background knowledge for future lessons. I like to use journals for revisiting. It will often let me know how much is retained. I can give my paras a checklist for previewing or journal reviews to let me know what to focus on during instruction.