Core Values (TIU3)
Compassion
Encouragement
Learning Styles (TIU4) Learning styles with 2 examples – place a star by your preferred styles
Style Examples
*Visual Charts and graphics
Videos
Auditory Music
Directed teaching
Kinesthetic Experiments
Group Projects
Activate the Brain – The R’s (TIU7)
Relationships — Take interest
Rigor — Just beyond the grasp
Relevance -- what they know
Retrieval — Remembering
Routing — Instruction
Retaining -- Long term memory
Re-exposing: Sequence, order
Rehearsing: Practice
Reflection: Data, feedback
Teach the Vocabulary (SS1)
Repetitive exposure to words
Learning words prior to reading text
Indirect learning of vocabulary
Learning in both written and oral speech
Strategies for Differentiation (SS2)
Tiered Instruction
Anchoring activities
Flexible Grouping
Compacting curriculum
Strategies for Success (SS2-7) – Provide 2 examples of each
Example 1 Example 2
Cooperative Grouping Optimal group size: 3-5 students – Solve problems
but can also be done in pairs
Graphic Organizers Anchor charts Fishbone diagram
Advanced Organizers Venn Diagram Connect 4 Thinking
Similarities / Differences Classifying group items Creating analogies
Summarizing & Notetaking Graffiti Cornell Notes
Cues & Questions Hints about the lessons to keep Allows students to access
students on track and focused previously learned material
Blooms Verbs (SS8-SS9)
Create
Produce new or original work
APPS: Design, assemble, develop
Evaluate
Justify a stand or decision
APPS: Appraise, argue, defend, judge
Analyze
Draw connections among ideas
APPS: Appraise, argue, defend, judge
Apply
Use information in new situations
APPS: Execute, implement, solve, use, demonstrate, interpret
Comprehension
Explain ideas or concepts
APPS: Classify, describe, discuss, identify, locate, recognize
Remember
Recall facts and basic concepts
APPS: Define, duplicate, list, memorize, repeat, state
Four Questions to redirect behavior (CBM6)
Have you guys ever seen a football or a soccer game? What happens if a player does not follow the
rules?
What do you do when I raise my hand?
What do you do when you line up to go in the classroom?
What is the first thing that you do when you enter the classroom?
Modifications and Accommodations (E6)
Definition Example
Quantity Adapt the number of items that Reduce the number of terms
a student is expected to learn that a student must learn at
one time
Time Adapt the time allotted and allowed Individualize a timeline, pace
for learning a task, a task completion learning differently
Level of Support Increase the amount of personal Assign peer buddies, teaching
assistance to keep the student on task assistants, peer tutors or cross-
age tutors.
Input Adapt the way instruction is delivered Use different visual aids,
enlarge text, plan more
concrete examples,
Participation Adapt the extent to which a learner Ask the student to lead a group.
is actively involved
Difficulty Adapt the skill level, problem type Allow the use of a calculator for
or rules on how the learner may math problems, simplify task
approach the work directions
Output Adapt how the student can respond Instead of answering questions
in writing, allow a verbal
response.
Suggestions for working with Students in Poverty (E12)
Provide access to computers, magazines, newspapers and books
Keep expectations high
Do not make comments about clothes or belongings unless they are in violation of the dress code
Take time to make rationale for rules and procedures
Be careful about school supplies you expect students to buy
Arrange a bank of shared supplies for students to borrow
Reading Strategies to Strengthen Literacy Skills (R8)
Strategy name When / how to use it Define it
Concept Maps To help students develop a framework Visual organizer to teach new
for organizing concept
Exit slips Use as part of assessment portfolio written responses to questions at end
of class
Summarizing Ask framework questions Teaches children to get the
most important ideas
Making content comprehensible for ELL students (R9)
1. Prepare the lesson: Adapt content Use graphic organizers, Jigsaw text reading
2. Build background: Content word wall
3. Make verbal communication understandable: Personal dictionaries, Appropriate speech
4. Learning strategies (this one should be easy!): Scaffolding, Question cube
5. Opportunities for interaction: Grouping, Four corners
6. Practice and application: Clustering
7. Lesson delivery: Pacing
8. Review and assess: Paraphrase, Word Study books
