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Characteristics of Best Instructional Practices

Characteristics of Best Instructional Practices. Kauffman, J. M., Mostert, M. P., Trent, S.C., & Pullen, P.L. (2011). Managing classroom behavior: A reflective case-based approach. (5 th ed.) Boston: Allyn & Bacon. . Keys to offering effective Instruction: CLOCS-RAM. Clarity Level

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Characteristics of Best Instructional Practices

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  1. Characteristics of Best Instructional Practices Kauffman, J. M., Mostert, M. P., Trent, S.C., & Pullen, P.L. (2011). Managing classroom behavior: A reflective case-based approach. (5th ed.) Boston: Allyn & Bacon.

  2. Keys to offering effective Instruction:CLOCS-RAM Clarity Level Opportunities Consequences Sequence Relevance Application Monitoring (p.25)

  3. Clarity • “The student must know exactly what to do.” • (i.e., have no doubt about what is expected). • (p.25)

  4. Level • “The student must be able to do the task with a high degree of accuracy.” • (i.e. “Be able to get at least 80% correct, but the task must be challenging.”) • (p.25)

  5. Opportunities • “The student must have frequent opportunities to respond.” • (i.e. “be actively engaged in the task a high percentage of the time.”) • (p.25)

  6. Consequences • “The student must receive a meaningful reward for correct performance.” • (i.e. “the consequences of correct performance must be frequent and perceived as desirable by the student.” • (p.25)

  7. Sequence • “The tasks must be presented in a logical sequence so that the student gets the big idea.” • (i.e. “ steps must be presented and learned in order that the knowledge of a skill is built on a logical progression of framework of ideas, which is a systematic curriculum). • (p.25)

  8. Relevance • “The task is relevant to the student’s life and, if possible the student understands how and why it is useful.” • (i.e. “the teacher attempts to help the student see why in his or her culture the task is important.”) • (p.25)

  9. Application • “The teacher helps the student learn how to learn and remember by teaching memory and learning strategies and applying knowledge and skills to everyday problems.” • (i.e. “ teaches generalization, not just isolated skills, and honors the student’s culture.” • (p.25)

  10. Monitoring • “The teacher continuously monitors student progress.” • (i.e. “records and charts progress, always knows and can show what the student has mastered and the student’s place or level in the curriculum.”) • (p.25)

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