A strategy, on the other hand, can be informal and isn’t always tracked. In the final stage, the skill becomes so practiced that it enters the unconscious parts of the brain and it becomes ‘second nature’. But not all strategies are interventions. Instructional Hierarchy: Matching Interventions to Student Learning Stage Learning Stage Student ‘Look-Fors’… What strategies are effective… Acquisition: Exit Goal: The student can perform the skill accurately with little adult support. 4 0 obj stream • Is just beginning to learn skill • Not yet able to perform learning … ;��Dxaz1�!glj�f�����c����z���P������@'�2O>+�߫���U�/�VUmY�ðWݮW�~(�Fߩ�����+u�QmͿ���ζ�[�����5�ݶ/w�����5�o�ՠ�oUכ����Q}y}]�[U����oj���J}Q������~�=�� Instructional Hierarchy: Matching Interventions to Student Learning Stage (Haring, et al., 1978) According to research by Haring and Eaton on their Instructional Hierarchy, interventions should be targeted based on four phases—or stages—of learning: Phase 1: Acquisition Phase 2: Proficiency Phase 3: Generalization Phase 4: Adaptation improving accuracy increase the student’s speed of response to use the skill in a wide possible range of settings can adapt, or modify The universal stages of learning include: Accommodations can include changes in the following: stage of the learning hierarchy, acquisition, lasts from the student’s first attempt at performing the skill until they per- form it with relatively high accuracy. The current study used the learning hierarchy/instructional hierarchy phases of acquisition and fluency to predict intervention effectiveness based on preintervention reading skills. h�b``�c``�f```|"�#�0p4 ��A1�KA_�~����-��01225���q���� ��S~����Mab`>���������u!j� � The Instructional Hierarchy-IH (Haring et al., 1978) is a helpful framework to analyze stages of student learning. Planned interventions are far superior to remediation approaches. Intervene as much as possible to support students at risk. In Humanizing Education: The Person in … However, true mastery is not attained until the fourth stage of learning. According to Gagné, the higher orders of learning in this hierarchy build upon the lower levels, requiring progressively greater amounts of previous learning for their success. Efficiently and reliably identifying the most effective intervention is critical to timely remediation of reading difficulties. Manitoba Education, Training and Youth has described instructional … Instructional Hierarchy: Matching Interventions to Student Learning Stage (Haring, et al., 1978) Learning Stage Student ‘Look -Fors’… What strategies are effective… Acquisition: Exit Goal: The student can perform the skill accurately with little adult sup port. better student outcomes. %PDF-1.3 demonstrates learning. The guide covers the age range 6 to 18 years. 55127 0 obj <> endobj The Instructional Hierarchy-IH (Haring et al., 1978) is a helpful framework to analyze stages of student learning. This study will utilize basic reading data and the Instructional Hierarchy (IH) to identify effective reading fluency interventions. This intervention promotes the acquisition of math facts. If your intervention strategies are working, continue to use them. INTERVENTIONS Addressing Student Diversity in Manitoba Schools Today’s classroom reflects the diversity of our communities and includes a mix of student interests, needs, learning styles, and cultural backgrounds. Matching Instruction to Student Needs Before describing critical component reading skills and general interventions as well as specific reading instruction techniques and programs, it is critical to describe a model for selecting interventions that directly address the level of learning at which to begin instruction with an individual student or group of students. 55143 0 obj <>/Filter/FlateDecode/ID[<383778011054E546BF946CB270E71772>]/Index[55127 32]/Info 55126 0 R/Length 89/Prev 810916/Root 55128 0 R/Size 55159/Type/XRef/W[1 3 1]>>stream endstream endobj startxref The instructional hierarchy (IH; Haring et al., 1978) is a behavioral heuristic that outlines skill development in stages: acquisition, fluency, mainentance, generalization, and adaptation, and is often used to monitor progress and guide targeted instruction (Martens & Witt, 2004). Accommodations do not substantially change the instructional level, content, or performance criteria. 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