PSYC 3850 Chapter Notes - Chapter 11: Errorless Learning, Intellectual Disability, Learned Helplessness

• School: University of Guelph
• Department: Psychology
• Course: PSYC 3850
• Professor: Carol Anne Hendry

Document Summary

Making decisions on how to teach students with cids requires that educators organize and deliver instructional lessons in a very effective manner. Organization for instruction refers to the process of getting ready to teach. Delivering instruction involves the instructional interactions that teachers provide that produce student action. Students with cids share similar patterns of schooling with most students who do not have disabilities. Most students with cids require explicit instruction if they are to master the knowledge and skills for the future. Students with cids will make remarkable learning gains when provided with powerful instruction. A common assumption in general education classes is that most students will make academic progress even if they do not receive precise instruction. Most systems of direct and explicit instruction have the following features: A clear objective is provide for the day"s lesson. The lesson begins with an advance organizer. The teacher provides information and a demonstration.