[SOLVED] High Leverage Practice
For your final project you will examine one High Leverage Practice (HLP) in depth and discuss it in a paper of 8-10 pages in length using APA format. REFER TO ALL ATTACHED AND ALL YOUTUBE VIDEOS AND ARTICLES PROVIDED BELOW
You will use at least three different academic resources that have researched this HLP to support your ideas.
First, you will read about what an HLP is, then select one HLP to focus on.
Once you have done that you will observe its use in a video found on the website below.
After you have completed the observation, you will write an analysis of the HLP.
Your final paper will include a completed observation protocol (from screening the video), a brief analysis of that video, and a paper of 8-10 pages that explores this HLP addressing the topics detailed below. P
Paper count includes your one-page Video observation but does not include the title page or bibliography, or observation protocol (your notes).
You will use the High Leverage Practice website, the Touro library, and the IRIS website as resources for this project.
Read the HLP Introduction document(s) on Canvas.
Visit Module 11: HLP Videos to find videos of teachers implementing HLPs. Choose one academic intervention, one HLP to focus on.
Using the Video Observation form that you have downloaded from Canvas, watch the video and complete an observation of the HLP in use. You may need to watch the video more than once.
Using your observation notes, transfer your notes into a one-page narrative describing what you observed.
Now you are going to research this HLP in order to answer these questions in a paper of 8-10 pages using academic references to support your ideas.
The HLP in-depth document is a good place for you to start your research. You must include at least three different academic articles that have researched this HLP practice to support your ideas.
Introduction: Describe your HLP and include when it is appropriate to use this HLP. Provide at least one academic reference to support your discussion.
Implications: Discuss the cultural and linguistic issues involved in implementing this strategy.
Are there gender considerations? Age? Setting? Provide at least one academic reference that has examined these implications for this strategy.
Challenges: Explore the challenges to implementing this HLP.
They may be structural, human, and/or other resources that impede or support its use.
Provide one academic reference that has reviewed the challenges to implementing this HLP.
Effectiveness: Present the way in which the teacher knows that this HLP is working.
Are there recommended ways in which to track these changes? Provide at least one academic reference that has researched the effectiveness of this intervention.
Conclusion: Summarize the HLP that you have examined in one or two paragraphs.
Now provide suggestions for its implementation to other teachers.
Finally, discuss whether you would use this HLP and the aspects of it that appeal or repel you from implementing it in your classroom now or in the future.
An Additional Resource: This website, Intervention Central, also has excellent information that is based on research:
Article 1: Downing, J. A., & Anderson, D. (2006). In or out: Surprises in reading comprehension instruction. Intervention in School and Clinic, 41(3), 175–179. http://doi.org/10.1177/10534512060410030801 (Links to an external site.)
Article 1: Fahsl, A. J., & McAndrews, S. L. (2012). Journal writing: Support for students with learning disabilities. Intervention in School and Clinic, 47(4), 234–244. http://doi.org/10.1177/1053451211424602 (Links to an external site.)
Abstract: Writing can be a powerful tool for thinking and learning. Journaling is one form of writing that is a commonly used learning tool in many classrooms. Children use journals to record personal experiences; explore reactions and interpretations to reading and videos; or record, analyze, or enhance information about literature or other subject areas. This article examines how to scaffold journal writing instruction for students with learning disabilities within a diagnostic teaching cycle by establishing learning outcomes, planning assessment, planning instruction, implementing instruction, and analyzing individual student learning. Example lessons, differentiation strategies, scoring guides, and student samples are provided.
Abstract: This article provides a case study of a teacher-implemented reading comprehension program for students at risk for learning disabilities. Through this experience, insights are provided, in practitioner-friendly language, as to potential barriers that may prevent positive student outcomes, as well as suggestions for providing effective reading instruction
https://www.interventioncentral.org/home. (Links to an external site.) High Leverage Practice
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