4WS9A
Teaching Strategies
Contingent Responding »
Correcting errors»
Distractor»
Using Distractors»
Errorless learning»
Explicit teaching»
Fading level of support»
Gesture/Sign »
Guided practice »
Incidental teaching »
Independent Practice »
Matches to sample »
Attribute Meaning»
Blocking access »
Backward chaining »
Modelling»
Motivators »
Prompting »
Provide opportunities for choice»
Questioning»
Role Play»
Scaffolding »
Shaping»
Take Up time»
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Assessment Record
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Students communicate by:
Syllabus Indicator 9: Working in groups to reflect on what they found interesting, liked or disliked about what they did, what was or was not expected and what they would do differently.
Framework Indicators
4WS9A: Demonstrates a like or dislike for an event
4WS9B: Matches to sample expected activities within a familiar event
Teacher Language
Give an instruction
SN, when we go (event) we (activity), find the same?
Correction/prompt
This is the (activity).
Try again.
Students will be able to achieve this indicator with varying levels of support. Fade this support as the student works toward developing independence.
There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching), facial expression, eye gaze, vocalisations and/or verbal responses.
For the purpose of these teaching activities events could include:
- Weekly swimming lessons
- Assembly
- Community Access
- Weekly sporting lessons
Teaching Activities
4WS9A: Demonstrates a like or dislike for an event
Students accessing this framework may very clearly indicate likes, dislikes and preferences for an event in different ways. These may include obvious enjoyment of being involved in the event. Likewise students may indicate obvious dislike for events through facial expressions, gestures, vocalisations and/or behaviours. Teachers should use their professional judgement when interpreting these responses and support them by using appropriate teacher language that would reinforce what the student was indicating about the event.
4WS9B: Matches to sample expected activities within a familiar event
For this activity it is important to use visual representations of activities that happen within an event the students are familiar with. For example if the event was a weekly swimming lesson activities that could be represented by visuals could include getting the swimming bag, wearing swimmers, entering the pool, putting on a floatation device, participating in the lesson, leaving the pool.
Place the visual representation of the event including the activities in the student’s direct view. The teacher would support this activity by pointing to an activity and stating ‘SN, when we go swimming we walk to the pool, find the same?’ This would be repeated using all the activities that occur within the event.
Websites that contain resources, games or activities that could be used to support this goal include:
