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EDUCATION 472 STRATEGY INSTRUCTION LOG 2 (Alternative)

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DATE OF STRATEGY LESSON: 11-4-22

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TOPIC AREA: Social SkillS:- greeting friends

GROUPING: Whole class

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STRATEGY USED: Nonlinguistic representations-Chart of the students in the clas.m>Om and

chart of greetings

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RATIONALE and CONNECTION TO MARZANO'S TOP NINE: When the students
practicecf greeting each either, I used ·a,dtart with thfu pi€tlires 1011 it for-them to tellus·who they ,
wanted''to greet·with. I .used this chlnt·bec~use some-'of tfie:stud'ents ate•nonverbal. It was also ,
good for the other students to use to connect the names1 of tlieir friends ·and the pictures. We also
used a chart where the student could pick the type of greeting, they wanted to use. This gave
them a variety of non-verbal ways they can greet their friends. The picture also seIVed as a way
for the non~verbal students ttr.make a choice of how they wanted to-greet their'frientls.,-· ·_-
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3. Reiniorcing ~ffq~ ~and pro~~~~t ep?g~ ~ ~~~~ d~ts-~eived \ierba1 praise .apd a~
candy reinforcer when they participated in the activity: · · ··
4. Homework and practice- Walking through each step with each student really helped to
practice the skill with the students.~u. ' :l j ~, ., l -, i . "

5. Nonlinguistic representations- The charts were helpful for the students verl>al and nonverl>al.
6. Cooperative Leaming- The students practiced the activity with each other.
7. Setting objectives and providing feedback- We set the objective of all the students will each
greet a friend and we walked them through giving them feedback as they went.

PA COMMON CORE STANDARDS and/or IBP GOAL:

16.2.lAl Establish relationships that are positive and supportive of others.

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

• Telling the students that a greeting is a way to say hi to one another when we see them.
• Letting the students know that they will greet their friends one at a time today.
 . d d icks a way to greet them
•Toe teacher will show the students how she picks a fnen an p
and greetthemipthatWfl.Y , , ,_ · ,.i - ·~ -' 1 • t ·• d. · · g my
• 5.. \ J•i ., , ... • , ' ch.
• j .•• d. d off. a paper that says, Goo momm ,
• At circle time the teacher has ea stu ent rea
name is--· The teacher then says good morning to th_e ~dent. ·end from the student
• After the teacher gre¢ts the first student, that student will pick a fn
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picture chart that they would like to greet. 1 . , ·:i : .: ..11 , , ., • lik
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• Next, the student will be prompted to choose which greeting they would e
the greeting chart . . ,.
• The student will greet the friend he or she cfiose 'in'the mannet1hat they choose
. til all
• The teacher will move on to the next student who was picked by the last student un
students have had a turn c.c, . • • 1 ,q -1..
• The students get a reinforcer after they go through the process
',r~ , Th~ tea~~r~il}.~ ~ t~e~t~dents to ~~~\ their fri~~~s ! a~ ~f{ i ·.'

RESULTS OF THE STRATEGY:

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The ·stµdents were able,to e~cl\.pJl!~t-1liis is-vecyJµ)po~cJJI~ in ~ultiple disabilities

classroom .wheq;{tp~ stud<;~!~ ~~If 1t ot)~l;l ·mt~~, eac4-9.~~er .at all, ~t ·also gave .the n~µ-
verbill $tud~ts a w,,;,.y to. ~ t tp.ejr .frie,11~.s!,,., ,1 :- , : , .• 1 -. ; "'", • , • 1,, 1,,J ·., , , ' ; r .

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PERSONAL REFLEGQON:J guided the lesson wellbut if/when I do, this lesson·-again,.I .
would have the students sit.,on the carpet as1 opposed to the tables. It was a little difficult for the
stO.cient to 'mo~e arotln'd tit~:tables'\o get tbthe stu(lennh,a tthey'- ~1clci d to greet. ·
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COOPERATING TEACHER'S OBSERVATION FEEDBACK;~, ; 1
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