Name: Taylor Rasberry

GO Date: 7-18-2020

Core Values (TIU3)

Optimism
TOs
Accountability

Learning Styles (TIU4) Learning styles with 2 examples – place a star by your preferred styles

Style: *Auditory Style: Visual Style: Kinesthetic

ex. ex. ex.

Audio Books Pie Charts Charades

ex. ex. ex.

Oral Presentations Flash Cards Laboratory Demonstrations

Activate the Brain – The R’s (TIU7)

1. Relationships 4. Retrieval 7. Re-Exposing

2. 5. 8.
Rigor Routing Rehearsing
3. 6. 9.
Relevance Retaining Recognizing

Teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocabulary, for example, using

vocabulary words in numerous different contexts

2. 4.
Learning vocabulary words prior to reading text Learning vocabulary in both written text and oral
speech

Strategies for Differentiation (SS2)

1. Tiered Instruction 3. Flexible Grouping

2. 4.
Anchoring Activities Compacting Curriculum
Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Group work amongst students that Student groups created with intention & balanced
promote good collaboration habits responsibility amongst all students within the
group (defined roles for each student)

visual maps that organize new information and the process of storing information through
help students see relationships and patterns in imagery. *Fishbone Chart*
learning. *Anchor Chart*

used at the introduction of new material (PRIOR to Gives students a sneak peek of what they’ll
teaching the new content). *skimming info
beforehand*
be learning. *previewing lesson beforehand*

Compare/Contrast. Process new info, recall it, and Encourages thinking a bit deeper than the surface
learn by merging all concepts. Both old & new. *Comparing! & Analogy!*

Creating a concise version of info Delete repetitive info & stick to main or important
info

Promotes analyzing, applying info, and critical Introduce & categorize info for students. *Pose
thinking questions, wait time, call on students! *

Blooms Verbs (SS8 and SS9)

Create Produce new or original work:
Design, develop, formulate
APPS:

Evaluate Justify a stand or decision:

Argue, defend, support

APPS:

Draw connections among ideas:

Analyze Organize, examine, compare, relate

APPS:
Use information in new situations:
Apply Execute, implement, demonstrate

APPS:
Explain ideas or concepts:
Comprehension Classify, describe, recognize, translate

APPS:
Recall facts and basic concepts:
Remember Define, memorize, repeat, state

APPS:
Four Questions to redirect behavior (CBM5)

1. What are you doing?

2.
What are you supposed to be doing?

3.
Are you doing it?

4.
What are you going to do about it?

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the Increase the amount of personal assistance
Adapt the time allotted and allowed for
learner is expected to learn or the to keep the student on task or to reinforce or
learning, task completion, or testing.
number of activities student will prompt the use of specific skills. Enhance
complete prior to assessment for adult-student relationship; use physical
mastery. space and environmental structure.
Example Example Example
Reduce the number of social studies Individualize a timeline for completing a task; Assign peer buddies, teaching assistants,
terms a learner must learn at any one pace learning differently (increase or peer tutors, or cross-age tutors. Specify how
time. Add more practice activities or decrease) for some learners. to interact with the student or how to
worksheets. structure the environment.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is delivered Adapt the skill level, problem type, or the Adapt how the student can respond to
to the learner. rules on how the learner may approach the instruction.
work.

Example Example Example

Use different visual aids, enlarge text, Allow the use of a calculator to figure math Instead of answering questions in writing,
plan more concrete examples, provide problem, simplify task directions, or change allow a verbal response. Use a
hands-on activities, place students in rules to accommodate learner needs. communication book for some students, or
cooperative groups, pre-teach key allow students to show knowledge with
concepts or terms before the lesson. hands-on materials.

Participation Notes:
Definition
Adapt the extent to which a learner is
actively involved in the task.

Example
In geography, have a student hold the
globe, while others point out locations.
Ask the student to lead a group. Have
the student turn the pages while sitting
on your lap (kindergarten).
Suggestions for working with Students in Poverty (E12)

Provide access to computers, magazines, newspapers, and books so Students who live in poverty may not always know the correct behaviors for school
situations. At home, they may function under a different set of social rules. Take time
low-income students can see and work with printed materials.
to explain the rationale for rules and procedures in your classroom.

Keep your expectations for poor students high. Poverty does not mean Be careful about the school supplies you expect students to
ignorance. purchase. Keep your requirements as simple as you can for all
students.

Don’t make comments about your students’ clothes or belongings unless Arrange a bank of shared supplies for your students to borrow
they are in violation of the dress code. when they are temporarily out of materials for class.

Reading Strategies to Strengthen Literacy Skills (R8)

Alphabet Matching Before, During & After Reading/Individually, With It helps students develop their
small groups & Whole class setting understanding of the alphabetic principle

Concept Maps During Reading/Individually, With small groups & A visual organizer that can enrich students'
Whole class setting understanding of a new concept.

Summarizing teaches students how to discern the most

Summarizing After Reading/ Individually, With small groups & Whole important ideas in a text, how to ignore irrelevant information,
class setting and how to integrate the central ideas in a meaningful way.

Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson

Start with the end in mind, Draw from the past, Make difficult topics fun
2. Build background
Link concepts to students’ background experiences, Connecting old knowledge to new knowledge, Vocab Development
3. Make verbal communication understandable
Be conscious & purposeful with non-verbal cues, speak clearly, vary vocal tones appropriately

4. Learning strategies (this one should be easy!)

Differentiation, Cooperative Learning, Technology in the classroom
5. Opportunities for interaction
Class discussions, Flexible Grouping, Collaborative Learning
6. Practice and application
Homework, Fill in the blank worksheets, Quizzes
7. Lesson delivery
Auditory, Kinesthetic, Visual

8. Review and assess

Checking for understanding, 1:1 student conferences, “HOTQs”