GO TOs

Core Values (TIU3)

Authenticity Growth

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 Charts/Graphs Hands on activity/lesson

ex. ex. ex.

Discussions/Read-alouds Powerpoint or Videos Incorporate body movement

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationships
Retrival
Re-Exposing

2. 5. 8. Routing
RigorRehersing

3. 6. 9.
Relevance
Retaining
Recognizing

Teach the Vocabulary (SS1)

1. 3. Word
Frayer
Games
Model

2. 4.
WordGame
Password Wall

Strategies for Differentiation (SS2)

1. Models with think alouds 3. Using graphic organizers/mind maps

2. Breaking a topic into parts 4.

Creating opportunities for student
Strategies for Success (SS2-7) Provide 2 examples of each
conversation/discussion
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Small group grouping

Individual learning

Graphic Organizers
Concept
Anchor Map
Chart

Advanced Organizers
Venn
KWL Diagram
Chart

Similarities / Differences
Venn Diagram
Compare and Contrast

Summarizing & Notetaking

Cornell notes
Mind Map

Cues & Questions

Exit
QAR Ticket

Blooms Verbs (SS8 and SS9)

Create Animation Desk and Slide show creator

APPS:

Evaluate Skype and Twitter

APPS:

Simple mind + Mind mapping and ThingLink

Analyze

APPS:
Koma Koma and Autodesk sketchbook
Apply

APPS:
Airtable and Tumblr
Comprehension

APPS:
Microsoft Onenote and Google
Remember

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 learner
is expected to learn or the number of Increase the amount of personal assistance to keep
activities student will complete prior to Adapt the time allotted and allowed for learning, the student on task or to reinforce or prompt the use
assessment for mastery. task completion, or testing. of specific skills.

Example
Example Example
Reduce the number of social studies terms a
learner must learn at any one time. Add Assign peer buddies, teaching assistants, peer tutors,
Individualize a timeline for completing a task; pace
more practice activities or worksheets. or cross-age tutors.
learning differently (increase or decrease) for some
learners.

Input Difficulty Output

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

Example Example Example

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

Participation Notes:
Definition
Sometimes called “functional curriculum”

Adapt the extent to which a learner is actively

involved in the task. Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only
Example for students with moderate to severe disabilities.

In geography, have a student hold the globe,

For example:
while others point out locations. Ask the
student to lead a group. Have the student turn
the pages while sitting on your lap
During a language lesson, a student is learning toileting skills with an aide.
(kindergarten).
Suggestions for working with Students in Poverty (E12)

1. Provide access to computers, magazines, newspapers and 4. Take time to rationale for rules and procedures in
books your classroom.

2. Keep your expectations for poor students high. Poverty 5. Keep your school supply requirement as simple as
doesn’t mean ignorance you can

3. 6.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. A way to focus on spelling study

Word Hunts Before Reading on patterns within words

Don’t make comments about student’s clothes or Have extra supplies for studentslearning
 Cooperative to borrow if they
strategy thatare
2. belongings unless they are in violation with dress code temporarily out enables each student of a "home"
Jigsaw During Reading group to specialize in one aspect of a
topic

3. QAR Helps students understand the

After Reading different types of questions.

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

Graphic organizer, outlines, highlighted texts
2. Build background
Content word wall, personal dictionaries, visual vocabulary
3. Make verbal communication understandable
Appropriate Speech, explanation of academic tasks, use of a variety of techniques

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

Concept map, Word splash, song poem or chant
5. Opportunities for interaction
Encourage more elaborate responses, homogenous/heterogeneous grouping, fostering student-student responses
6. Practice and application
Wheel of fortune, bingo, clustering
7. Lesson delivery
Pacing, student engagement, language objectives

8. Review and assess

Review of key vocabulary, providing feedback, assessment