Teach · CoacH · Mentor

INCREASING VOCALIZATION

ENTRY POINT BEHAVIOR: VOICE OUT LOUD

• Learners speak out loud in front of their peers. Learners speak when cued.
• HOW: During the flow of instruction, periodically stop and cue learners to repeat phrases out loud.

TARGET BEHAVIOR:

ACTIVE DIALOGUE

• Learners speak openly and comfortably in front of classmates, expressing and sharing ideas at length without prompting or cues.
• To reach the target behavior, gradually increase the cognitive and vocal engagement demand over time.
• Coach the learners in each step of the behavior until students are comfortable and confident with target level participation.

INCREASING SELF-REFLECTION AND SELF-AWARENESS

ENTRY POINT BEHAVIOR: IN YOUR OWN WORDS

• Learners reflect, analyze, and comment when prompted.
• HOW: During the flow of instruction, periodically stop and cue learners to rephrase information in their own words.
• During the flow of instruction, periodically stop and cue learners to make observations and predictions about the content.
• To reach the target behavior, gradually increase the elaboration and depth of reflection required.
• Coach the learners in each step of the behavior until students are comfortable and confident with target level participation.

TARGET BEHAVIOR:

HABITUAL SELF-REFLECTION

• Learners reflect and articulate information with increasing elaboration and progressively including more technical and subject concepts and vocabulary.
• To reach the target behavior, gradually increase the elaboration and depth of reflection required.
• Coach the learners in each step of the behavior until students are comfortable and confident with target level participation.

ENTRY POINT BEHAVIOR:

2-3 QUESTIONS

• Students create and ask 2-3 relevant questions when prompted.
• HOW: During the flow of instruction, periodically stop and cue learners to reflect upon the information and ask to relevant questions related to the content or learning experience.

TARGET BEHAVIOR:

HABITUAL INQUIRY

• Learners reflect on information and ask questions with more specificity, complexity, and with increased attention to clarifying their understanding and comprehension.
• To reach the target behavior, gradually increase the elaboration and depth of reflection required.
• Coach the learners in each step of the behavior until students are comfortable and confident with target level participation.

INCREASING MULTI-SENSORY EXPERIENCE

ENTRY POINT BEHAVIOR: PHYSICAL STATE CHANGES

• Learners physically move when cued.
• HOW: During the flow of instruction, periodically stop and cue learners to physically change their state (ex. stand, sit, etc).
• Also, cue learners to use their hands and motion to help them experience and process incoming information.

TARGET BEHAVIOR:

MULTI-SENSORY ENGAGEMENT

• Learner physically move around classroom and engage in different kinesthetic and social interactions with comfort and ease.
• Learners also use cognitive, social, and emotive cues as learning aids to help them process information during learning.
• To reach the target behavior, gradually increase the elaboration and use of kinesthetic cues.
• Coach the learners in each step of the behavior until students are comfortable and confident with target level participation.

INCREASING CRITICAL THINKING AND ANALYSIS

ENTRY POINT: DISCOVERY LIGHT

• Learners observer information and make predictions based on their observations.

TARGET BEHAVIOR:

ACTIVE DISCOVERY

Learners observe, reflect and analyze information finding connections to existing personal and contextual schema.

• Information and connections become progressively complex.
• HOW: During the flow of instruction, periodically stop and cue learners to make observations and predictions about the content.
• To reach the target behavior, gradually increase the elaboration and depth of reflection required.
• Coach the learners in each step of the behavior until students are comfortable and confident with target level participation.