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Break Out 3

Break Out 3. Supporting Students with Learning Disabilities. 1. Tea Party. Minds on…. Tea Party. Minds on…. “With a math lens, explain the significance of this story with respect for the need for inclusive math classrooms.”. DI for Students with LD. Action…. Verbal comprehension

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Break Out 3

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  1. Break Out 3 Supporting Students with Learning Disabilities 1

  2. Tea Party Minds on…

  3. Tea Party Minds on… • “With a math lens, explain the significance of this story with respect for the need for inclusive math classrooms.”

  4. DI for Students with LD Action… • Verbal comprehension • Perceptual reasoning • Processing speed • Memory • Executive functioning

  5. DI for Students with LD Action…

  6. DI for Students with LDVerbal Comprehension Action…

  7. Verbal Comprehension Action… Needs access to manipulatives, models and concrete objects to support connections between concepts and skills Multiple representations using manipulatives

  8. Verbal Comprehension Action… Needs access to manipulatives, models and concrete objects to support connections between concepts and skills Multiple representations using manipulatives

  9. Share the DI for all LD lenses Action… • Number off 1 – 5 • Form groups based on like numbers • Share your strengths, needs and accommodations sheet with your new group. • As a group, create DI bullets on the lesson template as you learn new information

  10. DI identification on lesson Action…

  11. DI identification on lesson Action…

  12. DI for Students with LD Action…

  13. DI Strategies To Support Domains • ETFO Special Education Handbook http://www.etfo.ca/ProfessionalDevelopment/ETFOsBookClubs/Facilitator_Guides/SpecEdHP.pdf • LD Resources Online www.ldonline.org

  14. CLIPS Action… • Critical Learning Instructional Path Supports • http://oame.on.ca/clips/ • Exploring Fractions Part to Whole • Representing Simple Fractions

  15. CLIPS Action… • What strengths do the CLIPS offer to a student with a LD in a selected domain?

  16. CLIPS Action… • What needs might still need to be supported for a student with a LD in a selected domain?

  17. CLIPS • How would you, in your role, support the implementation of CLIPS for a student with a LD in a selected domain?

  18. CLIPS Action… • What strengths do the CLIPS offer to a student with a LD in a selected domain? • What needs might still need to be supported for a student with a LD in a selected domain? • How would you, in your role, support the implementation of CLIPS for a student with a LD in a selected domain?

  19. Graffiti Consolidation… • Be sure to respond to one set of 3 prompts displayed around the room

  20. Graffiti – report out Consolidation… • How do you purposefully plan to narrow the gap between ‘potential’ and ‘achievement?’ • How might you make use of the YCDSB document? • How might you make use of the Gap Closing materials?

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