The teaching cycle is an extention of the planning cycle and focuses on the implementation of adaptation of curriculum, teaching strategies, and service delivery to provide quality instruction for students with learning difficulties.
The decisions of the teacher who adapts instruction for a student with achievement problems involves deciding what to teach (the curriculum). In Georgia this begins with consideration of the state's Quality Core Curriculum or QCC. The decision of whether the QCC is appropriate for a student is determined as part of the IEP development. For example, will the student meet the requirements for a general education diploma (thus need to meet QCC requirements) or qualify for a special education diploma?
|The what to teach question also includes knowing the component elements of each aspect
of the curriculum. This is task analysis--knowledge of the specific knowledge and skills
that are essential for a student to master the complex elements of the curriculum.
Specific teaching strategies for academic remediation are a second consideration for the teacher of students with achievement difficulties. These are usually instructional procedures which are teacher directed, although may also be student-directed.
The issue of delivering instruction for students with learning difficulties includes determining where instruction is to occur. The primary consideration is whether the IEP specifies a pull-out model, such as the resource room, or an inclusion model with instruction in the general education class. There are other considerations, however, that include grouping of students, peer tutoring and teaching, and collaborative teaching options.