Donstria Hobbs 10/11/2020

GO TOs
Core Values (TIU3)

Creavity Leadership

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

Style: *Visual Style: Auditory Style: Kinesthetic

ex. ex. ex.

Doing graphs and charts Group discussions over material Doing hands on science experiments

ex. ex. ex.

When learning new material bring in Powerpoint presentations over material Review games before a big test
samples like rocks or other specimens

Activate the Brain – The R’s (TIU7)

1. 4. 7. Retaining
Relationships Retrieve

2. 5. 8.
Rigor Routing Rehearsing
3. 6. 9.
Relevance Re-exposing
Reorganazing

Teach the Vocabulary (SS1)

1. 3.
Word games Word wall

2. 4.
Frayers model Repetition of using the words though speech, writing or seeing.

Strategies for Differentiation (SS2)

1. 3.
Group students based on their knowledge on the content. Provide worksheets and study guides.

2. 4.
Interactive online assigments.
Match vocab to definition.
Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Think-pair-share Jigsaw

Venn diagram
Cause/Effect chart

Analogies Metaphors

Content Structure

Graffiti Cornell notes

Remember this process; it may be important Start to think about why this happens

Blooms Verbs (SS8 and SS9)

Create Design, develop, construct, assemble, Investigate

canva, animation desk

APPS:

Evaluate Select, value, examine, weigh, critique

twitter, skpe
APPS:

Differentiate,relate, compare, test, question

Analyze
Microsoft excel, Simplemind: mind-mapping
APPS:

Solve, use, demonstrate, interpret, schedule

Apply

APPS: Google Docs, Periscope

Describe, discuss, explain, identify, report

Comprehension

APPS: Clips, tumblr

Define, list, memorize, state, repeat

Remember

APPS: Google, YouTube, Quizlet

Four Questions to redirect behavior (CBM5)

1.
What are you doing?

2.
What are you suppose 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 to
learner is expected to learn or the Adapt the time allotted and allowed for learning,
keep the student on task or to reinforce or
number of activities student will task completion, or testing.
prompt the use of specific skills. Enhance adult-
complete prior to assessment for
student relationship; use physical space and
mastery.
environmental structure.
Example Example Example
Reduce the number of science vocabulary a Allowing extra time for students to complete Lab partners, teacher assistants, and peer tutoring to
student has to know. Allowing more time to assignments, projects, and test. help keep students on task and provide
practice specific terms. environmental structure.

Input Difficulty Output

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

Example Example Example

Use different visual aids, enlarge text, plan Allow the use of notes on test, less critical thinking allow students to show knowledge with hands-on
more concrete examples, provide hands-on questions, visual aids for concepts, and fill and the materials, pictures, and labeling.
activities, place students in cooperative groups, blanks.
explaining key concepts.

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

Example
Allowing students to help me demonstrate a
science experiment.
Suggestions for working with Students in Poverty (E12)

Keep your expectations for poor students high. Poverty does not
Arrange a bank of shared supplies for your students to borrow when they
mean ignorance.
are temporarily out of materials for class.

Students who live in poverty may not always know the correct behaviors Expose students to places outside of the classroom.
for school situations. At home, they may function under a different set of
social rules. Take time to explain the rationale for rules and procedures in
your classroom.

Don’t make comments about your students’ clothes or belongings unless Reach out to family.
they are in violation of the dress code.

Reading Strategies to Strengthen Literacy Skills (R8)

Paragraph Hamburger (Writing) After reading, Discuss the three main components of a The "paragraph hamburger" is a writing
paragraph, or story. Then write, compose, then instructed organizer that visually outlines the key
students on how to write an concluding sentence. components of a paragraph..

A word wall is a collection of words which are

Word Wall (Vocabulary) Before, during, and after reading, Make words accessible displayed in large visible letters on a wall,
by putting them where every student can see them. bulletin board, or other display surface in a
classroom.
During Reading, Reader's theater is a strategy for Choose a story that can be divided into parts,
Reader's Theater (Fluency)
developing reading fluency. It involves children in oral or character, assigned reading parts and ask
reading through reading parts in scripts. students to read it orally to an audience.

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

highlight (using blue highlighter) key concepts, important vocabulary, and summary statements in students' textbooks. Jigsaw: One or two members of
each cooperative team are chosen by the teacher to form an "expert" team. Provide visual support to harder concepts.
2. Build background
A simple graphic system used to discuss complex concepts and clarify the meaning of a concept. English Language Learners benefit from a "picture" of
a term added to a definition of the word. Use stick figures, a picture dictionary format, or a photograph.
3. Make verbal communication understandable
Overhead transparencies are excellent tools to involve students in the content presented. Students can underline key words, draw lines to connect concepts,
correct English sentence structure. Use Powerpoint presentations to highlight key points.

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

minutes--Teacher and students write 1-2 summary statements using as many of the listed words as possible. Could be partner work. Post on board.
Use a Question Cube as a question starter to stimulate a variety of questions after a passage is read.
5. Opportunities for interaction
Homogenous or Heterogeneous grouping by gender, language proficiency, language background, and/or ability. Variety maintains students' interest
Movement from whole class, to partners, to small group increases student involvement.

6. Practice and application

given multiple opportunities to practice practice is in relevant, meaningful ways practice includes "hands-on " experiences. Divide content into
meaningful short chunks. Time for practice should be short-10-15 minutes. New learning should have several short practices close together

7. Lesson delivery
Rate for ELL students must be brisk enough to maintain students' interest but not too quick to lose their understanding. Practice will reward a perfect
pace . When students spend their time actively engaged in activities that relate strongly to the materials they will be tested on, they learn MORE of the
material."
8. Review and assess
Drawing students' attention to tense, parts of speech, and sentence structure. Repeating and reinforcing language patterns for words to become automatic
Final review-allows students to assess their own understandings and clarify misunderstandings.