This module discusses consequence strategies to increase behavior. More specifically, how do you encourage more of the desired behavior? This module introduces a variety of different strategies to do this. By the end of this module you should be able to: Describe consequence strategies to increase behavior Establish a continuum of strategies to acknowledge appropriate behavior Appropriately adjust use of reinforcement
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This video shows how to use the set model to represent the fraction 3/4 with two-colored counting chips and clips. Individual chips within the set, represent the fractional parts. It is important that students be exposed to the set model because fractions in real-world settings are often represented this way.
This module focuses on intervention programs in reading, including how they support students and teachers and how to evaluate intervention program materials and research evidence.
In this Voices From the Field piece, the National Center on Intensive Intervention (NCII) talks with Justyn Poulos, director of MTSS at the Office of the Superintendent of Public Education (OSPI), about how he and his team shifted their annual MTSS Fest conference from a face-to-face event to a virtual event in less than 3 weeks due to COVID-19 restrictions. Justyn shares how his team modified their event plans and what they learned from the experience about how to engage participants in the future.
In this video, Dr. Chris Riley-Tillman, a Professor at the University of Missouri and NCII Senior Advisor, discusses how evidence-based practices, instruction, and intervention change as academic and behavior needs become more severe.
This video demonstrates how to use the set model to convert mixed numbers to improper fractions. It is important that students are exposed to converting fractions using this model because it is often how fractions are represented in the real world. Beginners and students who struggle may find the set model difficult to understand because the whole (1) is represented by a set of chips (4 chips in this example); therefore, students will benefit from explicit modeling and several opportunities to engage in guided and independent practice.
This video demonstrates how to use the set model to multiply equivalent fractions. Before students can multiple fractions they should understand the concepts of repeated addition and grouping as it is used with multiplication of whole numbers. Teachers should carefully model multiplication using the set model as students have to understand that when re-grouping the parts of the fractions, they need to keep the denominator the same. The set model is also a useful strategy for introducing how to multiply fractions that are not equivalent; so, students may benefit from multiple opportunities to practice with equivalent fractions first.
This video demonstrates how to use fraction tiles to multiply a fraction and whole number. Students should have experience with determining the fraction of a whole (2 x 2/3) before being introduced to determining the fraction of a fraction (2/3 x 3/4). Before students multiply fractions, they should understand the concepts of repeated addition and grouping as it is used with multiplication of whole numbers. Teachers can model how to create equivalent groups (such as two groups of 2/3). Students can then use skills of addition and converting improper fractions to mixed numbers to find the product.
This video demonstrates how to use fraction circles to add fractions with unlike denominators. After a teacher models how to appropriately use fraction circles to solve addition problems, students can use the tools to explore fractions with guided and independent practice.
This video demonstrates how to use the fraction tiles for add fractions with unlike denominators. Students may write the multiples for each denominator to determine the least common denominator. Fractions tiles can be used to show how to represent equivalent fractions with the least common denominator.