EDUCATION AND SKILL DEVELOPMENT
FOR EAs
INTRODUCTION TO
INSTRUCTIONAL STRATEGIES
FALL 2010
Printed 2010
The development of this curriculum package was completed by Sue Altman, Education
Consultant with support from SSEAC. It is part of an educational initiative developed in
2010 by SSEAC and offered to Education Assistants in BC. All materials in this
package are the property of SSEAC.
For additional information contact:
EAeducation@sseac.ca or visit our website at www.sseac.ca
Introduction to Instructional Strategies
2010
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Introduction to Instructional Strategies (15 hours): Session Outlines
This learning option will explore exemplary teaching and learning strategies for the
classroom. Participants will examine understanding student needs, adapted and
modified curriculum, and the model of differentiated instruction.
This learning option is designed for delivery over five sessions. Each session can be
delivered in 3 hours. There are many opportunities for participants to actively engage in
their learning with in class activities as well as activities for participants to take away
and try in their classroom. This approach is in keeping with Best Practices for
Professional Development (see Appendix B in the Handbook for Instructors). As the
instructor you should schedule breaks at appropriate times in the session.
A district may decide to deliver the sessions over a different time frame. In this case,
consider the most appropriate way for participants to complete the applied and follow-up
activities, so that the principles of quality professional development are maintained.
All learning options in the SSEAC Education and Skills Development for Education
Assistants Initiative have been developed using a Backward Planning Design adapted
from the work of Grant Wiggins and Jay McTighe. Please see the next page for an
overview of the curriculum design for Introduction to Instructional Strategies.
General Resources / Supplies Required:
 Laptop / LCD projector / screen
 Black board / chalk or whiteboard / non-toxic markers
 Felt pens
 Flip chart paper and painter’s tape
 Name tag / badges or tent cards
 DVD: Richard Lavoie - How Difficult Can This Be?
Introduction to Instructional Strategies
2010
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Introduction to Instructional Strategies (15 hours)
This learning option will explore exemplary teaching and learning strategies for the
classroom. Participants will examine understanding student needs, adapted and
modified curriculum, and the model of differentiated instruction.
Desired Results for
Participants
Acceptable Evidence
Learning Experiences
and Instruction
To explore effective
classroom instructional
strategies.
Using a think/pair/share
strategy, summarize
knowledge of effective
instructional strategies.
Brainstorm effective
classroom strategies.
Categorize and complete
gallery walk activity.
Discuss and table share.
To explain and compare
the principles of UDL and
differentiated instruction.
In small groups, use a
Venn diagram to explain
these concepts.
Explain and discuss
concepts of DI and UDL.
To understand learning
differences and learning
styles as they relate to
instructional strategies.
In small groups, describe a
lesson presented to
accommodate three
different learning styles.
View “Fat City” video and
review note taking format in
small groups. Complete
learning styles
questionnaire and discuss.
Relate to the concept of
multiple intelligences.
Explore the range of
learning differences and
how these might be
reflected in an IEP.
To recognize the
importance of strategies to
enhance student learning.
Create and share examples
of learning strategies for
students at two different
grade levels.
Introduce the SMART
strategy. Record the
definition of learning
strategies and the steps for
teaching on an Idea
diagram. Share student
strategy examples through
a mapping and chunking
activity. Review other
strategies and practice.
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Desired Results for
Participants
Acceptable Evidence
Learning Experiences
and Instruction
To clearly define the
differences between
adapted and modified
programs.
Complete a two column
note format that shows
definitions and examples of
adaptations and
modifications.
Complete a KWL activity
and a compare/contrast
matrix on the definitions of
adapting and modifying.
Jigsaw activity on the
Ministry document.
To recognize the key
elements of an adapted
and a modified activity.
Given two case studies,
outline suggestions for
adapting and/or modifying
learning activities for these
students.
Group activity on what and
how to adapt elements of a
student’s program. Read
“Nine Types” and complete
previous knowledge/new
knowledge sheet. Discuss
modified programs and
what they might look like.
Explore issues on this topic.
Summative Assessment: Describe a student who has significant learning differences
and choose a piece of curriculum at his/her grade level. Describe in detail how you
would collaborate with the teacher to differentiate learning activities for this student.
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Introduction to Instructional Strategies: Session 1
Required Teaching Resources:
 Tent cards or card stock
 Felt pens or similar
 PowerPoint for Session 1
 Participant handouts:
1. Overview for Participants
2. PowerPoint Handout
3. Summative Assessment and Rubric
Introduction
Provide an introduction to the EA Education and Skills initiative. Specifically, review the
items in the Overview for Participants. It will be important to emphasize the
requirements for a certificate of completion, the requisite knowledge necessary for this
course and the rubric for the summative assessment which can be handed in at the last
session or within one week after the last session. In addition there is a handout
provided by the post secondary institutions that provides information for those EAs who
may be interested in enhancing their credentials through their programs.
PowerPoint Slide #1
Name Tag Activity:




Students complete name tags.
Share with someone they don’t know very well.
Introduce partner in a group of four.
Class share:
Introduce one member of the group and share one interesting thing
learned about them.
Brainstorm Activity:





Discuss the rules of brainstorming (no judgments; get out as many ideas as
possible and build on others’ ideas).
In groups of four, participants brainstorm and list as many effective instructional
strategies that they can think of.
Groups should then find ways to categorize these strategies, put onto flip chart
paper and post around the room.
Complete a gallery walk (groups circulate to review each post chart - students
add missing items to their own notes).
Discuss.
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PowerPoint Slides #2, #3
Key points: Focus discussion on the role of the EA in implementing or assisting with
the strategies in Slide #2 and how they could compensate if practices in Slide #3 are in
place in their classroom.
PowerPoint Slide #4
Discuss: What do these principles mean and how have you seen them implemented?
PowerPoint Slides #5, #6, #7
Table Share Activity:



How would you use these strategies as an EA?
What are the most important ones in your current role and why are they so
significant?
Reach consensus on the three most important strategies and share with the
whole group, giving a rationale for your choices.
PowerPoint Slide #8
Discuss: What implications does this information have in thinking about effective
instructional strategies?
PowerPoint Slide #9
Think/Pair/Share Activity:



Think about what you now know about effective instructional strategies. Is this
different from what you knew before?
Share with table partner.
Share and discuss with whole group.
Follow-Up Activity for Session 2
Observe in your classrooms or recall an experience from a classroom and bring back
examples of effective instructional strategies.
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Introduction to Instructional Strategies: Session 2
Required Teaching Resources:
 PowerPoint for Session 2
 DVD: Richard Lavoie - How Difficult Can This Be?
 Participant handouts:
1. PowerPoint Handout
2. Note taking format for Lavoie DVD
Review: Discussions from Session 1. Share observations from follow-up activity.
PowerPoint Slides #1 - #9
Discuss: The concept of Universal Design for Learning.
Activity: Have participants list characteristics of a UDL model and discuss with a
partner.
PowerPoint Slides #10 - #32
Discuss: The concept of Differentiated Instruction.
Activity: Have participants list characteristics and discuss with a different partner.
Venn Diagram Activity:


Introductory Activity:
a. Participants work independently. Ask them to draw a circle and fill the
inside with words or short phrases about themselves.
b. Have participants partner-up.
c. Create a Venn diagram (draw an example on the board or chart).
Participants explore their similarities and differences, placing the
information on the diagram.
d. Pairs squared: Participants find another pair and discuss what they’ve
learned about their partner and the Venn diagram process.
In a new group of four, have participants create a Venn diagram on UDL and
Differentiated Instruction.
DVD: Richard Lavoie - How Difficult Can This Be?


Before Viewing: Ask participants to use the two column note taking format for
the DVD, How Difficult Can This Be?
After Viewing: In small groups, have participants reach consensus on what they
feel are the three key ideas in this DVD. Share/discuss with the whole group.
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Discuss how the note taking format worked for them and how it might work for
their students.
Follow-Up Activity and Preparation for Session 3
Find an article or an item from the Internet that describes what it is like for someone
who has a learning disability.
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Introduction to Instructional Strategies: Session 3
Required Teaching Resources:
 PowerPoint for Session 3
 Participant handouts:
1. PowerPoint Handout
2. Learning Styles Questionnaire
3. Suggested Aids for Learning Modalities
4. Intelligences as Dispositions
5. Multiple Intelligences Indicator
Review: Discussions from Session 2 and complete discussion of Fat City DVD. Share
items found about people with learning disabilities (follow-up activity from Session 2).
Brainstorm Activity:

In small groups, brainstorm all of the characteristics that might contribute to a
student being identified as learning disabled. Discuss as a class.
PowerPoint Slide #1
Discuss: What each of these characteristics means and how they would have an effect
on classroom performance.
PowerPoint Slide #2
Key points: Talk about the three areas that could cause a “breakdown” for a student
with a learning disability. Ask for specific academic difficulties that a student would face
if experiencing a breakdown in each of these areas.
Activity: Complete learning styles questionnaire.


See how many different learning styles are in the class and discuss if any are
dominant.
Have participants write a response log: How did my learning style affect me as a
learner?
Activity: Discuss the concept of multiple intelligences. Using the handout “Intelligences
as Dispositions”, have participants work with a partner and come up with an example of
what they would do for a student who has a particular strength in each of these eight
areas. Record their responses.

Chart the examples during a full class discussion.
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Activity: Participants complete the multiple intelligences survey.



Score and chart the results.
Add to your response log: What did you learn from these results? How different
was this from results of the learning styles questionnaire?
In groups of three or four, discuss the results of the above activities. What did
you learn? How do you think this information impacts you as an EA? How have
you noticed these traits in students with whom you work?
Final Activity: Divide the class into four groups. Each group should think of a lesson
and then decide how it could be presented to accommodate three different learning
styles. Share with whole group.
Follow-up Suggestion: Use one of the questionnaires with a student you are working
with. Discuss with the teacher how class activities might be adjusted to accommodate
these results.
Follow-Up Activity and Preparation for Session 4
Participants should bring an example of a learning strategy and a reference to a website
that includes interesting strategies. They should also bring a textbook from any grade
or classroom.
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Introduction to Instructional Strategies: Session 4
Required Teaching Resources:
 PowerPoint for Session 4
 Participant handouts:
1. PowerPoint Handout
2. Idea Diagram
3. Mock Test
4. Semantic Mapping
5. SQ3R
Review: Discuss follow-up activity from Session 3.
Brainstorm Activity:

What do you know about learning strategies?
PowerPoint Slide #1 : SMART
Discussion Questions:



What is a mnemonic device?
Why would this be a good mnemonic strategy to use with students?
Share a situation where you would use this strategy.
Idea Diagram Activity:



Topic: Learning strategies
Define (individual or partner activity) learning strategies in the introduction
section.
Fill in sub topics with ideas on how to teach learning strategies.
PowerPoint Slides #2 - #4
Activity: Participants add to their idea diagrams.
Activity: In groups of six or more, share strategies brought by participants. Place the
strategies in a mapping format (see handout) or categorize them in some other visual
format. Share with whole group.
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Organizational and Study Strategies:
1. Test Taking Strategies
Give out mock test and with no instructions. Tell participants: “This is a quiz –
no talking please.” Give them about 5 minutes and then stop. Talk about how
participants approached the test, e.g. did they notice the last question has the
most points? Did they ask about time? Did they get stuck on a hard question
like the square root question and spend too much time there?
PowerPoint Slide # 5 : SCORER
Discuss: Go over the steps in the SCORER strategy. Discuss the
use/value of this strategy
2. Note Taking and Organizing Information
PowerPoint Slide #6 : Graphic Task Charts
PowerPoint Slide #7 : Three Column Note Format
PowerPoint Slide #8 : Main Ideas and Details
PowerPoint Slide #9 : Idea Diagram
Key Points: These slides represent a variety of ways that students can be
taught to take notes and organize information. Emphasize that different
students may like different formats and sometimes may prefer to develop
their own.
3. Studying/Memorizing Information
PowerPoint Slide #10 : Study Sheets



Highlighting
Rehearsal
Mnemonics
Discuss: How all of the above strategies could be used for studying and
memorizing information.
4. Organizational Skills
PowerPoint Slide #11 : Discuss why most students need some type
of “To Do” list or agenda book.
PowerPoint Slide #12 : Cartoon. Most students with learning
difficulties do not understand timelines and deadlines.
Discuss: How can EAs help with this issue?
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SQ3R Strategy Activity:
With a partner, participants look at one of the textbooks brought to class and choose a
short chapter. Working together, partners practice using the SQ3R strategy (15
minutes). Discuss as a whole class how this strategy worked and how they might use
this as an EA.
Final Activity:
In groups of three or four, create your own learning strategy - one for a student in a
primary grade and one for a student in secondary.
Follow-Up Activity and Preparation for Session 5
Use a learning strategy on one of your students this week (if school is not in session,
substitute a person who struggles with learning) and be prepared to discuss the
outcome.
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Introduction to Instructional Strategies: Session 5
Required Teaching Resources:
 PowerPoint for Session 5
 Participant handouts:
1. PowerPoint Handout
2. Ministry Guide to Adaptations and Modifications
3. Building on Previous Knowledge
4. Nine Types of Curriculum Adaptations
5. Howe Sound Adapting and Modifying Sheet
6. Key Resources
PowerPoint Slide #1 : KWL
Activity: Create a KWL sheet and fill in the first 2 columns as they pertain to the topic of
adaptations and modifications.
PowerPoint Slides #3 - #6
Review: and discuss
Reciprocal Teaching Activity:
Participants work with a partner. Using the Ministry Handout, one person takes pages 1
and 2 and the other, pages 3 and 4. Participants read those pages to themselves and
then teach the content to each other. Review the last page together. Mention the value
of reciprocal teaching.
PowerPoint Slide #7
Activity: Participants fill in a compare/contrast diagram as shown. Discuss with whole
group. As a whole group, discuss how decisions are made about adapting vs.
modifying. Who makes these decisions? Why are they important?
Previous knowledge/New Knowledge Activity:
Topic: What and how can we adapt?
In small groups, on the previous knowledge/new knowledge handout (PowerPoint
Slide #9), complete the column “previous knowledge” as it applies to the above topic.
Once completed, look at the Howe Sound handout and the Nine Types of Curriculum
Adaptations handout (PowerPoint Slide #8) and then complete the “new knowledge”
column.
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PowerPoint Slides #10 - #25
Review: and discuss. Take particular time to discuss PowerPoint Slide #25 and the
issues that exist regarding modified programs. Elicit opinions/responses from the
group.
PowerPoint Slide #26
Discuss: The issue of fairness as it relates to adaptations for students. Many teachers
and even students think extra time, as an example, is not “fair” to other students. This
quote states that fairness means that everyone gets what they need (like a pair of
glasses). They do not necessarily all get the same thing.
Show 2 case studies on PowerPoint Slide #27. In small groups, participants outline
suggestions for adapting and/or modifying curriculum for each student. Share as a
whole group.
Review with PowerPoint Slide #28 and finish with quote on PowerPoint Slide #29.
Give participants the Key Resources handout. This handout indicates further resources
available on the topics discussed in this course.
Review: Requirements for summative assessment (attached and also in handouts for
Session 1). Students can turn in if complete or submit within one week. Give
information about where and how to submit the assessment and have students include
a self-addressed, stamped envelope so the assessment can be returned for them to
keep in their portfolios. Remind students this assessment is a requirement for a
certificate of completion.
Distribute the evaluation form for the SSEAC Education Assistant initiative. Please
forward to the HR administrator in your district.
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Summative Activity
Introduction to Instructional Strategies
Describe a student who has significant learning difficulties and choose a piece of
curriculum or an example of a lesson at his/her grade level. Describe in detail how you
would collaborate with the teacher to differentiate learning activities for this student.
Include at least three different types of suggestions. Three pages maximum – double
spaced.
See attached rubric that will be used to assess your work.
Name of Participant: _____________________________
Total
/20
Satisfactory completion of option requires 12/20
Comments:
Introduction to Instructional Strategies
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Rubric for Summative Assessment
Introduction to Instructional Strategies
4 Excellent
3 Good
2 Adequate
1 Poor
Student description Clear description
of student that
demonstrates
understanding of
learning difficulty.
Clear description Minimal
of student and
description.
difficulty but lacks
detail.
No real
description.
Curriculum/lesson Clear description
description
of lesson or
curriculum
appropriate to
grade level.
Clear description Minimal
but lacks detail or description.
understanding of
grade level.
No real
description.
Suggestion for
differentiation #1
Suggestion is
directly related to
student’s learning
difficulty. Clearly
explained,
appropriate,
creative.
Suggestion is
appropriate but
lacks clarity and
explanation of the
relationship to the
student’s area of
difficulty.
Descriptions are
minimal or
inappropriate to
the situation.
Suggestion
missing or not
related to
student’s learning
difficulty.
Suggestion for
differentiation #2
Suggestion is
directly related to
student’s learning
difficulty. Clearly
explained,
appropriate,
creative.
Suggestion is
appropriate but
lacks clarity and
explanation of the
relationship to the
student’s area of
difficulty.
Descriptions are
minimal or
inappropriate to
the situation.
Suggestion
missing or not
related to
student’s learning
difficulty.
Suggestion for
differentiation #3
Suggestion is
directly related to
student’s learning
difficulty. Clearly
explained,
appropriate,
creative.
Suggestion is
appropriate but
lacks clarity and
explanation of the
relationship to the
student’s area of
difficulty.
Descriptions are
minimal or
inappropriate to
the situation.
Suggestion
missing or not
related to
student’s learning
difficulty.
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