PPT-Prompting: Impact on Inferences about Student

Learning Developed by Diane Browder Leah Wood and Caryn Allison for CEEDAR Project H325A120003 Goals for Presentation Describe how to create a task analysis Define prompts and contrast with supports assistive technology and scaffolding. B5.3 1 Comprehension B5.3 MAKING INFERENCES ( BEGINNING LEVEL ) Drawing Inferences You have been drawing inferences all your life. You began to make many kinds of inferences when you were a baby. Yo Through . Pictures. What can we infer about this person just from their grocery list?. Possible Inferences. They have a dog (rawhide bones). They are hygienic/cleanly (Toothpaste, . Qtips. , wipes, Dish detergent). Intriguing Literature Forces the Reader to Ask Questions. Discuss. Why would an author choose to leave information out of his story? . 2. How do we, as readers, reliably fill in this information? . To Make an Inference . Announcements. Please make an appointment with me to talk about assignments if you wish. Please let me know days and time you are available and I’ll give you my next available appointment.. Let’s assign tests tonight.. inferences.Claim (Popper): Scientific inferences are deductive; so science does not face a method only describes the past performance must claimthat science is concerned entirely with explanation, n November 30th: Jen Quaranta, Crissy Randall. December 1st: Kelly Villafane, Crissy Randall. Share Out. Partner up: One who attended with some who did not. Talk about something you learned from the session. by THE PROMPTING HIERACHY FROM ENVIRONMENTAL COMMUNICATION TEACHING (ECT) This approach uses incidental teaching episodes that are based on frequently occurring daily activities (Karlan, 1989). E Learning. Project #H325A120003. Goals for Presentation. Describe how to create a task analysis. Define prompts and contrast with supports, assistive technology, and scaffolding. Describe how prompts are used to promote student learning. PPDAC responses . Sophie Wright MRGS 2016. Strategies, Tools and Prompts . to support Statistical Report writing. .  . Looking Roskill’s tool box of ideas, and . examples. , that show ways to lift the quality of student written responses. . Foreshadowing and Suspense. Content Objective: . The . S. tudent . W. ill . B. e . A. ble . T. o (SWBAT) make . inferences. and draw conclusions about foreshadowing and suspense, and provide evidence from text to support their understanding using their Interactive Notebook and various texts. E. vidence…. 1/15/2015. Making Inferences. We make inferences all the time whether we realize it or not. Good readers make inferences while reading when we predict what will happen next or ask ourselves why character is behaving a certain way.. Prompting. Objectives. Become aware of 27 EBPs identified for learners with ASD. Describe key steps to using . prompting. How to prepare for implementation. How to implement. How to assess progress. Identify key pitfalls and ways to avoid them. Bell Work- Start a new page, and answer this in your notebook. . . Look at this picture. In your science notebook, write a one paragraph story that explains how this picture came to be. Use the facts you see in the picture to help write your story. . Ernest Davis. Cognitum. 2016. July 11, 2016. TACIT . Toward Annotating Commonsense Inferences in Text. First text: Theft of the Mona Lisa. On a mundane morning in late summer in Paris, the impossible happened. The Mona Lisa vanished. On Sunday evening, August 20, 1911, Leonardo da Vinci's best-known painting was hanging in her usual place on the wall of the Salon .