1 / 17

EDU 684: Including Diverse Populations

EDU 684: Including Diverse Populations. Session 5. Housekeeping. Questions School Visit Permission Form First paper – initial thoughts Journal article volunteers 3 stories Identify PIPs Annual Review Dates Small group work Obama/McCain feedback. Obama / McCain Debate.

ingrid-palmer
Download Presentation

EDU 684: Including Diverse Populations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EDU 684: Including Diverse Populations Session 5

  2. Housekeeping • Questions • School Visit Permission Form • First paper – initial thoughts • Journal article volunteers • 3 stories • Identify PIPs • Annual Review Dates • Small group work • Obama/McCain feedback

  3. Obama / McCain Debate • What are some of the main differences in policy outlook? • Where are there areas of agreement? • Of the points mentioned, what point to you most identify with? Vouchers, charter schools http://www.youtube.com/watch?v=iPAW_0Mcu8I&feature=related

  4. Agenda • Listen/talk about autism and other disabilities. • Discuss Ravitch’s ideas on contemporary education. • Work together on Common Core State Standards. • Watch/discuss issues involving homeless students. • Teach/learn from our mini-lessons. • Planning time for book presentations.

  5. Autism (ASD) • Autism Spectrum Disorder (onset before age 3) • Impairments in social interaction • Poor eye contact • Lack of responsiveness • Inability to establish relationships • Impairment in communication • Nonverbal • Echolalia (Parrotting) • Other behaviors • Hand flapping • Body rocking • Fascination with objects or parts of objects

  6. Asperger Syndrome • Similar to ASD but child may display: • Normal to high IQ range • Extensive verbal abilities • Sometimes dismissed as quirks or immaturity • Characteristics: limited social and communication skills, repetitive behaviors.

  7. Developmental Disabilities • Mental retardation – significantly subaverage intellectual functioning, along with deficits in adaptive behavior, that affects educational performance • IQ scores lower than 70 • Chromosomal disorders – Down syndrome • Fragile X syndrome – genetic, males more likely, elongated features. • Fetal alcohol syndrome – leading cause of MR

  8. Lower-Incidence Disabilities • Visual impairments • Legal blindness • Hearing impairments • FM units • Physical disabilities • Traumatic brain injury • Asthma • Epilepsy (petit mal and grand mal)

  9. Journal Discussion • Ravitch (2010)

  10. Group Activity • NJ Core Curriculum Content Standards http://www.njcccs.org/ • Part of a national movement, but adopted by states. • Goal: Prepare students for college and career.

  11. Homeless students • Issues? • What will we be mindful of with these students? • What can we do in the classroom to deal with this? Video Discussion

  12. Mini-lessons • Mini-lesson, not maxi-lesson. • Popular structure: The “Workshop Method” • ~10 minute mini-lesson • ~25 minute independent work • ~10 minute share/review • Boredom = no learning. • Keep it simple.

  13. Mini-lessons (cont.) • Important components: • Aim/objective – What do we want the students to learn? • Motivation – How will we *spark* interest for our lesson? (less than 1 minute) • Materials – What supplies do we need? • Procedure – numbered list – What steps will we take to teach our lesson? • Questions – What are some key questions we will ask during the lesson to check for understanding?

  14. Mini-lessons (cont.) • Independent work – What will the class do to practice the new skill that you have taught them? • Student evaluation – How will you assess if the students learned the material? • Follow up – What will be your next lesson/homework assignment to build on this learning?

  15. Mini-lessons Grade Levels Subjects Topics

  16. Group Meeting Time • Journal Article Discussion Groups • Book Presentation Groups

  17. For Next Time . . . • Read and be ready to discuss Murphey (1999) • Read Ch.12 in textbook. • Be thinking about your upcoming assignments (see syllabus). 11/8 – School Visit Due 11/29 – Group Presentations begin 12/13 – Researched Position Due 12/13 – Participation Reflection Due

More Related