EDUCATION 472 STRATEGY INSTRUCTION LOG: DETAILS

DATE OF STRATEGY LESSON: 9/30/2022

TOPIC AREA: (5 strategies must be taught in 3 different course topic areas.)

Social Skills

GROUPING: (Name size of student group receiving the strategy instruction. For example,
one-to-one, group of four, whole class, etc.)

One-to-one

STRATEGY USED: (Provide name of the strategy and include references.)

Visuals

RATIONALE: (Tell why you are implementing this strategy. How does it connect to
Marzano’s Top Nine? What evidence have you gathered that made you choose this specific
strategy? Detail how you and your cooperating teacher planned this strategy lesson.)

This student has Autism and benefits greatly from visual representations especially when
learning new knowledge. During this lesson about initiating and maintaining conversation, we
defined three of the most common parts of conversation (greetings, questions, and statements).
These were displayed on uniquely shaped, brightly colored pieces of card stock paper. They were
lined up in front of the student so he could reference them throughout the lesson. We also
brainstormed examples of each of the three common parts of a conversation and had them
displayed as well. As an assessment, we had a conversation that was made more
concrete/tangible by rolling a ball back and forth to represent us taking turns in the conversation.

COMMON CORE PA STANDARDS and/or IEP GOAL: (If applicable, list the
appropriate Common Core PA Standards)

IEP GOAL

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT: (Describe in

sequential detail how the strategy was taught to the students.)

This strategy was done in conjunction with a social skills lesson. I began by discussing
with the student how he feels about conversation and what he thinks it should look like.

We discussed that a conversation happens between two people and involves both
listening and speaking.
 We reviewed the three common parts of a conversation and examples of each of them
which were displayed for the student

Following the instruction, we had a conversation about a topic of the student’s choosing
using all three of the common elements of conversation.

I assessed the student in their ability to demonstrate a greeting, sharing a fact/statement

and asking a question.

**Refer to the lesson plan for a more detailed step-by-step directions

RESULTS OF THE STRATEGY: (Discuss how useful or successful the strategy was to
student learning and grasping the knowledge of the target concept.)

The strategy was very appropriate for the student, and he was engaged throughout the
lesson. It was followed by a token economy system where he was rewarded for achieving
conversation goals that gradually became more advanced. The final goal reflected his IEP goal of
initiating and maintaining conversation. This student did meet this goal within three weeks. He
was motivated by pop-its, kinetic sand, and ultimately cherry flavored gum balls. The reason the
token economy is relevant to the results of the strategy is because the strategy set the
groundwork for this student to achieve his conversation goal. It simplified a potentially
confusing and uncomfortable skill that the student would not have naturally had in his
wheelhouse because of his diagnosis.

PERSONAL REFLECTION: (Discuss how you felt the session went. Give strengths and/or
weaknesses of your own teaching performance.)

I think a few strengths were that it was interesting, engaging, and conversational which is
appropriate since the lesson was teaching the skeleton of how to have a conversation. In the
future I would make it even more visual and stimulating as it is difficult for students with Autism
to process new information without a concrete example. A couple ideas are to display the
“speaking and listening” portion of the lesson as well as possibly showing a video.