Presentation on theme: "Teaching in Inclusive Classrooms Week 9. Check in Week for catching up On top of things? Justice Forum bubbl.us Quiz review Methods, Strategies and Techniques."— Presentation transcript:
Check in Week for catching up On top of things? Justice Forum bubbl.us Quiz review Methods, Strategies and Techniques Breakout into pairs discuss “Notes Topic 1” Choosing a lesson plan for accommodations/modifications Agenda
Learning Objectives Week 9 Students will be able to… SWBAT identify teaching methods specifically targeted towards teaching content vocabulary to students with ELN SWBAT provide examples of strategies for teaching metacognitive skills SWBAT choose a specific lesson plan to exemplify specific teaching strategies, techniques and methods for including students with exceptional learning needs in the content area class
Week 7 review Cone of Learning Learning Pyramid Class Wordle http://www.wordle.net/show/wrdl/7146198/Class_word le http://www.wordle.net/show/wrdl/7146198/Class_word le Justice Forum: Fun with bubbl.us? Quiz feedback
Quiz short answer #1 Specific Learning Disabilities CLARIFICATION! No points were deducted for this mistake, but please take note! These are Specific Learning Disabilities: Reading Disorder Disorder of Written Expression Mathematics Disorder Developmental Coordination Disorder Expressive Language Disorder Mixed Receptive-Expressive Language Disorder Language Processing Disorder Non verbal learning disabilities These are NOT Specific Learning Disabilities: visual impairment, hearing impairment, speech or language impairment, physical disabilities, intellectual disabilities or emotional disturbances
IDEA’s Definition of “Specific Learning Disability” (10) Specific learning disability —(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. (ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage. [34 CFR §300.8(c)(10)]
Methods are patterns in teaching… Quiz short answer #2 What suggestions does the text make regarding the type of instructional methods that should be used to focus the attention of students with ELN on content area vocabulary?
Strategies: Graphic Organizer, Semantic Web, Guided Notes, Word Wall Techniques: teach root words and abbreviations, pre-teach vocabulary, use skits and role plays Methods: Explicit instruction of vocabulary Multi-sensory instruction and methods: See, hear, feel, and move to experience a word…in addition to writing it Increase cognitive structure Develop student strategies for acquiring new vocabulary independently Follow Universal Design for Learning guidelines
Quiz short answer #2 example Suggestions for instructional methods for teaching vocabulary to students with ELN The text suggests that when we want students to focus on the vocabulary we are teaching that we use explicit instruction, multisensory instruction, and multiple representations so that our students know what it is we want them to learn and have multiple experiences in multiple formats to acquire that knowledge. Mark Thom
Quiz short answer #3 examples Accommodations & Modifications explanation (see Week 5) Accommodations are ways for getting students to the same place by working around the disability, such as having a student give an answer orally when writing the answer is not reasonably easy. Modifications are adjustments to the goal itself, a redefinition of success, a changing of the definition so that the student may succeed and progress. Kim Lee Homme An accommodation is an instructional or test adaption. Accommodations make it easier for students to show that they understand the content without reducing learning expectations. Accommodations do not change the target skill or testing method, rather they change how information is presented. Modifications do reduce the target skill by allowing students to demonstrate mastery with a reduction of performance expectations. A modification might be something that makes a task contain less information or makes it easier. Taylor LeBlanc
Modeling these techniques and strategies for you… #1 Allow extra time! Modification, accommodation or strategy? (Notes assignment extension, catch up week) #2 Cooperative learning activities – remember to use them! (Today during class, breakout with your partner for some discussion time) #3 Explicitly teach metacognition skills (bubbl.us assignment another way to think about thinking)
Partner activity In pairs, discuss how you are progressing with the first “Notes” assignment. Have you found information readily available? What are your concerns? What are you discovering that is working well at your placement site? Share some interesting details.
Regroup as class Comments Questions on first “Notes” assignment I’ll give feedback to those who would like it on their first submission, and if you need to revise or amend, you can re-submit by Oct. 27
Lesson Plan Selection Choose one lesson plan you will use in your Unit Plan that will lend itself to modifications, accommodations. Identify students with ELN in your class, and if there are none, create a “hypothetical class makeup” for my assignment “Final Lesson Plan Modification/Accommodation with Strategies. Begin listing what methods, techniques, and strategies you will use in this lesson plan to make it accessible to all. Submit preliminary notes for review/comment by Sun. Oct 27 (Credit/No Credit - this assignment has no point value)
Conclusion When creating any lesson plan Consider methods, techniques and strategies Remember Universal Design for Learning and address multiple means for representation, expression and engagement Use Backwards Design and plan for authentic assessments whenever possible Read chapter 9 in the text metacognitively Take some time for yourself and get some rest!