1. Reminder…  This course is worth college credit.  The final assignments I rec’d or didn’t receive did not reflect your best thinking or work.  You had 2- 90 minute class periods and I rec’d assignments from less than ¼ of you.  We will not have class time in the future to work on such assignments. Sorry.

2. Opener  Read “A Wicket’s Wad” with your table.  Assign someone to be the recorder and answer the questions. You have 7 Minutes to be finished.

3. What made this activity difficult?

4. Special Education Long Term Standard: I can identify special needs and exceptionalities of learners and the effects on the learning process. I understand the policies, procedures, and laws related to Special Education. I understand the various categories of Special Education that exist in schools.

5. What is Special Education?  Describe what you know about Special Education? What is it? Who is in it?

6. Special Education – Policies, Procedures and Laws  Read through the Special Education: Policies, Procedures, and Laws.  Highlight Key Terms and Information related to your understanding what the term means.  Transfer these key ideas and terms to Cornell Notes.

7. Opener  Using your Cornell Notes, quiz a partner about the Procedures, Policies and Laws terminology  There will be a quiz on Thursday!

8. Special Education Mixer - Categories 1 st - Read your role. Complete #1 on your handout. DO NOT COPY THE INFORMATION WORD FOR WORD. PARAPHRASE. 2 nd – Get up and mix it up. Meet the other categories and take notes on who they are. Be sure you understand the key characteristics and could identify the category if you see/hear or read about it.

9. Study  You will have a quiz on Monday for these terms. Be sure to study and understand the terms.

10. Misunderstood Minds  As you watch the film, you will take notes regarding:  The child’s disability and the characteristics of that disability  The ways in which the disability is addressed and by whom (the child, teachers, specialists, parents, etc.)  Impact on the child

11. Study your terms  You will have 10 minutes to study the Special Education Terms – Policies, Procedures, Laws and Categories.

12. Card Response On one side of the card:  What is one thing you learned new about Special Education that you didn’t before? On the other side of the card:  What are two questions you have about Special Education?

13. Special Education Terminology Quiz  For #9, choose from one of the following:  Speech Impaired  Hearing Impaired  ADD/ADHD  Gifted  Emotionally Disabled  Learning Disabled  Orthopedically Handicapped  Mentally Disabled  Visually Impaired

14. Special Education Trivia  Work with a partner to answer the questions to this Special Education in the US Trivia Special Education in the US Trivia  Write down the correct information when the answer is revealed.

15. Your Questions  How are teachers effected or impacted when it comes to teaching special education students?  What's the difference between a Special education teacher and a Gen. Ed teacher?  Do special education students learn different things in school?  Do they go to school full time or does it differ depending on the disability?  Do schools deal with special education students differently when they get in trouble?

16. Your Questions  What about college? If students struggle in high school, do they get help in college?  Why is "gifted" under the category of Special Education?  How early can you identify that a child needs special education services?  Are students in special education graded differently?  How does a Section 504 actually help a student?

17. Fishbowl Discussion  Do not look at your label, but you can look at the other labels.  Be sure to treat the student according to their label – don’t get too crazy – we still want to be able to have a discussion.

18. Special Education  What can peers do to make struggling students feel more comfortable in class?  What can teachers do to help struggling students feel more comfortable and successful?

19. Okay, now you can look  Journal Response: How did it feel to be treated that way? What is the impact of being ‘labeled’? Would it have felt different – better or worse – if you knew?

20. Issues in Special Education  The Special Education Problems We Aren't Solving  http://www.wnyc.org/story/301679-the-special-education- problems-we-arent-solving/ http://www.wnyc.org/story/301679-the-special-education- problems-we-arent-solving/ After you read:  Make connections to what you have learned thus far about special education?  If/when you are a teacher, what will you want to remember about special education?

21. Special Education Please take 10 -15 minutes to finish up reading/re-reading and your response to the article: “ The Special Education Problems We Aren't Solving” Be prepared to have a small group discussion at 8:30.

22. Barriers to Learning  What do you think should be taught in school? What will make you most successful after you graduate?  What character trait did we learn about earlier this year that is connected to successful people and students?  What do you think gets in the way of students being able to learn? (Think back to the documentary 180 Days)

23. This American Life  Listen to the broadcast of “This American Life” and follow along with the transcript.This American Life  Please annotate the text with:  Connections you have to your own experience or other material we’ve learned  Questions you have about the ideas  Identify factors that are barriers to student success  The Marshmallow Experiment The Marshmallow Experiment

24. Barrier Lesson Plans  With a partner, you will prepare and present a Mini- Lesson on a barrier to learning for the class.  You will teach your lessons starting on Monday, Dec. 8 th  You will receive a ‘FACT Sheet’ related to a particular barrier. However, you will need to work with your partner to do additional research.  YOU MUST USE AT LEAST TWO OTHER SOURCES.

25. Which Barrier do you choose?  Please identify which barrier you will want to cover.  We can’t have duplicates.  Be prepared to figure it out in about 5 minutes.

26. Barriers Lesson Planning  Read through the information sheet.  Annotate any questions, responses, points of interest  www.kidscount.org www.kidscount.org

27. Work Period  So…you have 45 minutes to work today.  Standard: I can examine major physical, social, and personal challenges that can impede successful learning.  Please use the RHS Future Educator Mini-Lesson Plan to turn in to me on Thursday. All Lessons will start on Thursday!

28. English Language Learners  Being an English Language Learner can be both a gateway to learning and a barrier. Why is that?

29. ELL Barriers  Watch the clip and identify…  How might being an English Language Learner be a barrier?  What can teachers do to help eliminate that barrier?  How can being an English Language Learner actually be a bonus? https://www.teachingchannel.org/videos/deeper-learning-for- ell-inps

30. ELL Basics: Questions 1. How long does it take to become socially fluent? Basic Interpersonal Communication skills (BICS)take 6 months to two or more years to achieve. 2. How long does it take to become academically fluent in a language? Cognitive Academic Language Proficiency takes seven to nine years to achieve.

31. ELL Basics: Questions 3. Which of the four language components (reading, writing, listening, speaking) usually comes first? Listening – There is normally a silent period that lasts six months to two years in which the learner takes the language in and lacks skill or confidence to produce language. 4. List factors that would cause variations in the rate of fluency.  Prior Academic Experience  Family Literacy Level  Family Expectations  Factors requiring special ed or other special services  Study of English in first (native) country  Emotional Factors

32. ELL Basics: Questions 5. Does the ELL teacher speak all the languages of the students? No 6. What constitutes eligibility for ELL instruction? Two main eligibility requirements:  The student’s primary or home language is not English  The student scores below ‘fluent’ on placement assessment.

33. ELL Basics: Questions 7. Why is it important for all teachers to receive some preparation for how to instruct ELL students?  There is an increase in immigration to the US.  ELL are main streamed into subject and grade level classes.  Teachers of ELL students are challenged to teach both English and content. 8. What are some modifications that teachers can make in their speech to enhance the learning of ELL students? Some strategies include:  Speak at a slower rate  Enunciate clearly  Avoid idioms unless they are explained

34. ELL Basics: Questions 9. What are some adaptations with assignments and materials that can be used? Some examples include:  Assigning less homework  Modifying tests and quizzes  Allowing students to use bilingual dictionaries  Using portfolio assessment  Allowing more time for completion of work  Using peer tutoring and cooperative learning  Graphic organizers and breaking down of assignments

35. Subtopics relating to ELL  Grab a slip of paper.  Read through your slip of paper and summarize the ideas into your own words on the bottom of the paper. Be prepared to give a mini-prez/share out of your topic related to ELL

36. Mix and Mingle  Talk with each other.  Identify the topic – write down a short description of the topic.

37. Sub Topics  Classroom Culture –  Teachers help to create a culture in their classrooms where responsibilities are shared amongst everyone – everyone becomes an expert, is a researcher, is a learner and a teacher. The classroom needs to be a supportive place.  Scaffolding –  Is the name of a strategy teachers use that helps students master topics/skills by giving them incremental steps to work through.

38. Sub Topics  Attitude toward Education –  Different countries and cultures value education differently. Some countries highly respect teachers while others might now. Some cultures might not value education as much as another. All of these attitudes impact a student’s success.

39. ELL Article Response  Using an iPad or your own smart phone, locate an article related to English language learners (ELL), English as a Second Language (ESL) or about how we acquire and learn a second language.  Include the title, author and source.  Summarize the article.  Respond to the ideas and the author.

40. Barrier Lessons  If you have not presented – today is your day!