Emily Nowak
March 18, 2016
ESP 723 Assignment 5
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Script the steps for the following lessons:
1. Teaching the concepts of greater than or less than ( > < ) to a regular education first
grade class
2. Teaching a group of paraprofessionals to use Discrete Trial Instruction to teach 1-step
instructions
Use the seven sequential parts of a DI Lesson to guide the development of your lesson (training). Refer
to Moran & Malott Ch 7; see examples on pp 102-104.
List the 7 steps and describe how you are applying each to the 2 examples. If you don’t list the 7 steps
you may omit one by accident.
1. Teaching the concepts of greater than or less than (< or >) to a regular education first grade class
Objective: After the lesson on greater than and less than symbols, students will correctly hand
compute 20 less than or greater than problems for numbers 1-20 with 90% accuracy in 10 minutes.
Steps for Lesson
Step 1: Gain learners attention
Step 2: Review prerequisites
Teacher Script
Good morning everyone! I love that everyone is seated and ready to
learn. So does everyone remember how we have been practicing
counting to 20? (choral responding). Great! Let’s count to twenty
together. Ready? Count! (students count to 20 in choral responding).
Great job everyone! I love how everyone remembered counting to
20! Today we are going to take our knowledge of numbers to and the
concepts of “bigger” and “smaller” to learn 2 new symbols to add to
our math symbol word wall! We are going to learn today about the
symbols greater than (draw on the board) and less than (draw on the
board).
Now that you have all showed me you can count to twenty and
showed me with your bodies you are ready to learn, lets go over
bigger and smaller. Let’s look at our number line. (point to number
line on the wall). Which number is bigger, 5 or 20? (choral
responding). Great job! Which number is bigger, 15 or 1? (choral
responding). Amazing! Now I need you to listen closely – I’m going to
try to trick you! Which number is smaller, 4 or 12? (choral
responding). Wow I love how you are all ready to learn this morning!
Let’s do another. Which number is smaller, 18 or 2? (choral
responding). Incredible! I love the way you are all focused on the
number line and listening carefully to my question. I think we are
ready to learn something new! Are you ready to learn something new
Step 3: Present new content
today? (choral responding)
Students, let’s look back onto the board at these two symbols. I have
two pictures I want to show you (take out a picture of “greater than”
alligator and “less than” alligator as shown below).
What are these animals called? (choral responding) You’re right!
They’re alligators! Everyone show me with your hands what
alligators do with their mouths. (students put arms out and pretend
to chomp like an alligator). I love how everyone showed me their
alligator mouths!
(pick up greater than alligator). This alligator is called the “greater
than alligator.” What is he called? (choral responding). We can
remember this because his mouth is on the left. The wide side, or the
mouth side, comes first. What comes first on the alligator? (choral
responding). You’re right! His mouth comes first. (tape greater than
alligator on the board next to the greater than written symbol). Now
show me with your arms the greater than alligator (students respond
by putting their arms in the same direction to match the greater than
alligator on the board). Do you think alligators like to eat? (choral
responding). You’re right. These alligators are ALWAYS hungry. And
there is something very special about these alligators. They ONLY eat
the bigger number. What do they always eat? (choral responding).
You’re right! So if I had two numbers (write problem 10 _____ 1 on
the board), which do you think the alligator would want to eat for a
snack? Number 10 or number 1? (choral responding). You’re right!
He would eat the number 10. So I am going to draw the greater than
symbol to show the alligator eating the bigger number. We would
say this problem 10 is GREATER THAN 1. Now you say 10 is greater
than 1 (choral responding). Great job!
(pick up less than alligator). This alligator is called the “less than
alligator.” What is he called? (choral responding). We can remember
this because his mouth is on the right. The narrow side, or the small
side near his neck, comes first. What comes first on the alligator?
(choral responding). You’re right! His neck comes first. (take the less
than alligator on the board next to the less than written symbol).
Now show me with your arms the less than alligator (students
respond by putting their arms in the same director to match the
greater than alligator on the board). So what if I had the numbers
(write problem 2 ____ 15 on the board), which do you think the
alligator would want to eat? Remember… he’s SO hungry! (choral
responding). Oh I love how well you’re listening – you’re right! The
alligator would eat the number 15. So I am going to draw the less
Step 4: Probe learning
Step 5: Provide independent
practice
Step 6: Assess performance and
provide feedback
Step 7: Provide distributed
practice and review
than symbol to thsow the alligator eating the bigger number. We
would say this problem 2 is LESS THAN 15. Now you say 2 is less than
15 (choral responding). Fabulous! Now let’s practice together.
Now we are going to practice together. Are you ready? (choral
responding). Great – get your alligator hands ready!
(write these problems on the board and go over each one with the
students as a group)
6 _____ 14 - now show me with your alligator hands which number
the alligator is going to eat. (students respond by moving arms and
body the direction of the less than alligator). You’re right! The
alligator wants to eat the number 14! That alligator must be hungry.
Is that the less than alligator or the greater than alligator? (choral
responding). You’re right, it’s the less than alligator! So how would
we say this problem? (students respond 6 is less than 14). Nice work!
Let’s try another. (REPEAT THIS PROCEDURE AND SCRIPT FOR THE
NEXT 5 PROBLEMS)
10 ______ 20; 13 _____ 2; 5 _____ 10; 11 _____ 20; 7 ______ 6
You all did a great job using your alligator hands to eat those big
numbers! I think you all have showed me you know how to be hungry
alligators. Now it is time to go back to your desk and complete a
worksheet on the greater than and less than symbols. You will need
scissors and glue. (have students go back to their seats by their class
number so the classroom does not become chaotic). You all have 10
minutes to complete this worksheet. Work by yourself. When you are
done put your head down on your desk and if you need help raise
your hand!
I love the way everyone quietly worked on that worksheet. Let’s go
over the answers together. Number 1… show me with your hands
whether it was a greater than alligator or less than alligator. (go
through all problems together to assess student performance. If
more than 20% of students missed the problem, go over it together
or have a student come up to the board to go over it with the
students).
Students, you will have a worksheet on your homework tonight to
review the greater than and less than symbols that will need to be
completed in your homework folder by tomorrow morning! Great job
learning about the greater than and less than symbols today!
2. Teaching a group of paraprofessionals to use Discrete Trial Instruction to teach 1-step instructions
Objective: After the training on using Discrete Trial Instruction, paraprofessionals will correctly follow
the set teaching procedures to teach 1-step instructions to students with 95% accuracy for 3
consecutive sessions.
Steps for Lesson
Step 1: Gain learners attention
Step 2: Review prerequisites
Step 3: Present new content
Action Steps for Teacher
Thank you everyone for coming in this morning to best improve the
practices for our students! Today we are going to review Discrete
Trial Instruction to best teach 1-step instructions to our students.
Raise your hand if you have done Discrete Trial Instruction before
(staff responds). Ok great! It looks like all of you have done at least
some discrete trial instruction in the past. That is great news! Raise
your hand if you have ever specifically taught one step instructions?
(staff responds). Ok so it looks like some have and some have not.
Not a problem! By the time you leave today you will be comfortable
doing so.
So before we begin, let’s review what a one step instruction is to
make sure we are all on the same page. I need two volunteers. Don’t
worry! It will be quick and I have everything you need to say written
on the cards. (staff responds). Great thank you for volunteering.
(staff come up). Now one of you will be the student and one will be
the teacher. (provide given staff appropriate cards to read from). If
you think it is a one step instruction the staff is telling the student,
show me thumbs up. If you do not think it is a one step instruction,
show me thumbs down.
(staff volunteers read cards)
“Please go get your jacket and then your shoes so we can go to
gym!” (other staff members in audience respond). You’re correct,
that is NOT one step instruction. That is a two step instruction
because the staff gave the student two tasks to complete. Let’s try
another.
“Bring me pencil.” (other staff members in audience respond). You’re
correct that is a one step instruction!
“Put on your jacket please!” (other staff members in audience
respond). You’re correct that is a one step instruction! Last one.
“Go get a pencil and a glue stick for this assignment.” (other staff
members in audience respond). Again you are all correct – that is
NOT a one step instruction. The teacher gave the student 2 things to
get to complete their assignment.
Before we begin, please find a partner sitting next to you and
designate which one of you is going to be the teacher and which one
of you is going to be the student. (staff members do this). Great,
thank you. So the first thing we need to do with a student when we
sit down to teach anything is gain their attention. What do we need
to do? (staff audience responds). Great job – this step is SO important
to teaching. The student must be sitting in their chair, facing you and
have a quiet voice and calm body. It could be helpful to have one or
some of these pictures out and ready just in case the student you are
working with is not ready to begin. (show picture on powerpoint)
When you are sitting with the student, you will have a data sheet and
an exact script of what you need to say to the child and how the child
will respond. But we will quickly go over them together. For this
example, we are going to be teaching our student to stand up. What
are we teaching our student? Face your partner and tell them (staff
members respond to each other). So first we will go over stand up.
When the student has demonstrated they are ready, you will state
“stand up” to the student. If you are on a step 0 prompt, you will
immediately provide physical guidance to the student to have them
stand up. Do this with your partner now. (staff respond). Awesome! I
saw a lot of great examples of immediate physical guidance. Let’s
review a step 1 prompt. After completing 10 trials of a 0 step prompt,
you will then move “up” a step to a step 1. To begin step 1, you will
again state “stand up” but this time will wait 2 seconds for the
student to respond. If the student correctly responds in 2 seconds,
provide immediate praise. If the student incorrectly responds or does
not respond in 2 seconds, provide physical guidance to have them lift
their bottom off the chair to stand up. Practice this with your partner
now. First practice a step 1 prompt with the student responding
correctly and their a step 1 with the student incorrectly responding or
not responding. (staff respond). Great job remembering to do both of
those things with your partner. For the student to move up to the
next step, they need to get 90% correct for 2 consecutive blocks of
trials. If they make more than 2 consecutive errors or 3 total errors,
you will move back down to step 0 to provide more support. If the
student moves on to a step 2 prompt, you will instead wait 4 seconds
for the student to respond. Remember, if the student responds
correctly in 4 seconds you will provide immediate praise and if they
do not you will immediately provide physical guidance to assist them
in completing this skill. Practice this with your partner now. (staff
responds). Great! You have just learned how to go through the steps
to teach a student a one step direction for “stand up.” Easy? (choral
Step 4: Probe learning & step 5:
independent practice
Step 6: Assess performance and
provide feedback
Step 7: Provide distributed
practice and review
responding). For the student to move up to the next step, they need
to get 90% correct for 2 consecutive blocks of trials. If they make
more than 2 consecutive errors or 3 total errors, you will move back
down to step 0 and re-train. You will then move on to step 3, which is
not providing the student any guidance. You will again state “stand
up” and wait for the student to respond. If the student responds
incorrectly, you will mark it as an incorrect response and ask again
for the next trial. If they respond correctly you will provide immediate
praise and continue through your block of 10 trials. If the student
gets either 2 wrong in a row or 3 wrong all together, you will move
down a step and rerun a set of 10 trials.
Now while we just did scenarios teaching “Stand up” this can be
applied to any one step direction. For example, “give me 5,” “sit
down” or “get pencil” are all one step directions that you can apply
this knowledge to. You will follow the exact same guidelines on steps
0, 1, 2 and 3 just change your verbal direction you give the student.
Does this make sense? (choral responding) Does anyone else need an
example of another type of one step direction? (choral responding)
Does anyone have any other questions? (take questions from staff)
Now let’s practice together. If you were the teacher during the last
section, you will now be the student. If you were the student during
the last section, you will now be the teacher. I am going to give you a
scenario from what we just went over and have you act it out with
your partner. I will be walking around to assist you.
Here is your first scenario. Show me teaching a student “stand up” on
a step 2 prompt level.
Here is your second scenario. Show me teaching a student “arms up”
on a step 0 prompt level.
Next, show me teaching a student “give me 5” on a step 1 prompt
level.
Lastly, show me teaching a student “get pencil” on a step 3 prompt
level.
Time to switch partners! (staff switches – repeat scenarios above)
Great job! I think you guys are going to do great working with your
students to teach one step directions.
You guys did a great job with this. I just want to review a few things I
saw. Remember if you are on a step 0 or the student completes the
direction incorrectly, you want to immediately prompt the student to
complete the direction correctly. It is important this is done right
away and you don’t wait to do this. Another reminder is to make sure
your student is attending before you begin! Our students will not be
learning effectively if they are not paying attention.
You guys did a great job today! We really appreciate all the work you
do for our students daily and how much you positively effect their
learning. You all will go back to your classrooms in the next several
weeks and begin teaching one step directions to students. If you have
any questions during that time, don’t hesitate to let your teacher
know. They will be checking in with you several times a week to
watch you work to ensure the procedures are being followed
correctly. Have a great day!