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Team Teaching. Heather Stewart & Lori Wilfong State Support Team, Region 4 February 4, 2009. Pre-reading activity. Tea Party Read your slip silently to yourself. Make sure you can read it with confidence!
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Team Teaching Heather Stewart & Lori Wilfong State Support Team, Region 4 February 4, 2009
Pre-reading activity • Tea Party • Read your slip silently to yourself. Make sure you can read it with confidence! • When I say go, read your slip aloud to as many different people as possible. Allow them to read their slip back to you. • As you read and listen, begin to formulate a prediction for this text we are about to read!
During Reading Activity • Stump the Teacher • Have students read to a certain point in the text • Give them a set amount of time to brainstorm questions about the text (as if they were a teacher giving a quiz) • Students must know the answer to their own questions! • Call on students and attempt to answer their questions. • If you are wrong, you are stumped (bonus point, sticker, etc.)
Post Reading Activity I Am poem • Fill out the poem as if you are Abraham Lincoln • Use your inference skills! The article tells you about his life; how do you think he felt? • Be prepared to share!
Debrief! What strategies did we use to facilitate this lesson? Who were the special needs’ learners? Who was the lead teacher? Who was the intervention specialist?
Welcome! • Agenda • Who we are • A brief history of the inclusion movement • Break! • Differentiated Instruction • Lunch! • Lesson demonstration • Frontloading • Break! • Co-planning/co-teaching • Team Time
Lori G. Wilfong, Ph.D. • 6-8 ESL teacher, East Los Angeles • Literacy Coach, Rootstown Schools • Literacy Specialist, Maple Heights Schools • Assistant Professor, Literacy Education, Kent State University, Stark Campus
Heather Stewart, M.Ed. • Classroom Teacher: ESL, Spec. Ed., 1st grade, 6th -8th grade Reading/LA – Korea, Colorado Springs, East Cleveland City Schools • Literacy Specialist, East Cleveland City Schools • Regional Literacy Consultant, State Support Team 4
The inclusion movement A brief history of how we got here!
In the early days… • “…special education began to undergo a process that…has seemed to mimic cell division.” • There were 30 distinct eligibility categories for special education services! Sailor & Roger, 2005
Differentiation vs. Integration • Turn to someone sitting next to you and discuss this question: • Is it possible to integrate students into the classroom, and still provide differentiated instruction? How do you accommodate so many different learners?
The diagnostic/prescriptive models • Students were diagnosed in one of the categories of disability and tagged for separate treatment.
In the 1980s (notice the big hair)… • Initiatives to slow down the number of special education categories and placements • Studies citing positive outcomes of integrated practices and negative outcomes of pullout practices
Something GOOD in NCLB and IDEA? • All children are general education students • But, are all general education students usually in the back of the classroom with a paraprofessional to work on “something else?”
Sum it up! • The most important thing about the inclusion movement is…. • 2. • 3. • 4. • But, the most important thing about the inclusion movement is…
Turn to the other person sitting next to you… What is a classroom practice you use that is good for all students – not just special needs’ students?
A little about UDI • Universal Design for Instruction • Born out of retrofitting buildings to accommodate all (curb cuts, ramps, electric doors) • For education – to proactively meet the needs of diverse learners
Premise • Equitable Use • Instruction is identical where possible, equivalent when not • Ex: All students use pause procedure, guided notes, and graphic organizers; not just those with disabilities
Premise • Flexibility in use • Instruction accommodates a wide range of abilities • Ex. Use varied instructional methods • Group activities • Hands-on • Web-based discussions
Premise • Simple and intuitive • Instruction is straightforward and predictable in manner • Ex. Clear grading rubrics • Accurate and comprehensive syllabus
A few accommodations to note… • Guided Notes – • Rationale: Improves accuracy of notes, frees students from excess writing, actively involves students in constructing notes and following lecture/text • Teacher prepares handout that guide students through a lecture or reading • Most important content (less is more) • Delete key facts, concepts, and relationships from lecture or reading for student to fill in • Remaining information structures and contextualizes notes.
Guided Notes how to… • Insert cues (*, 1.) to indicate where and how many facts or concepts to write • Leave plenty of space • Don’t require too much writing • Include additional resources for reference
Other accommodation used in lecture: The pause procedure • Rationale: Increases accuracy of notes and provides instructor and student with mental break • Short (2 minute) periodic break to review notes and discuss content • Every 15 minutes (or so) • Set timer • Pauses can be • Independent • Group • The two Think-Pair-Shares were examples of the Pause Procedure!
Graph Yourself: Share • In general, it’s true that no one has bars that are all the same height! • Some people are good at some things and not so terrific at other things. • What does FAIR mean? Everyone doesn’t always get the same. Everyone gets what he or she needs!
Why Differentiate • One size fits all instruction does not address the needs of many students • Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels
Discover your learning style: • Complete the Multiple Intelligence Survey handout • Calculate your score for each section • Chart your results on the graph provided • Discuss the similarities and differences of your results with a partner
3 Elements for Differentiation(Tomlinson, 200) • Content • Process • Product Providing a “Rack of Learning” options • We need to do more than “tailor the same suit of clothes” • Differentiation requires thoughtful planning and proactive approaches
Defining Content • Content is the “input” of teaching and learning. It’s what we teach or want students to learn. • Content is what a student should come to know (facts), understand (concepts and principles), and be able to do (skills) as a result of a given segment of study (a lesson, a learning experience, a unit). • How the content is delivered in a lesson.
Strategies for Differentiating Content • Differentiating content can be thought of in two ways: • Teachers can adapt what they teach. • Teachers can adapt or modify how they give students access to what they want them to learn.
Defining Process • Process is a synonym for activities • The activity provides an opportunity for each student to make sense of the learning • Effective activities focus on the key knowledge, understanding, and skills of the lesson
Strategies for Differentiating Process • Tiered Activities • Interest Centers • Personal Agendas • Manipulatives • Length of Time to complete task • Flexible Grouping • Ability Levels
Defining Product • Varying the product (work) students create • Varying the complexity of the product students create depending on their ability level • Providing a variety of projects for students to show in their learning, including student choice
Strategies for Differentiating Product • Clear Expectations • Timelines • Agreements • Product Guidelines/Checklists • Rubrics • Evaluation
Classroom Structures Needed • Environment • Management • Materials • Grouping Practices • Assessments • Monitoring Tools Gallery Walk: Brainstorm “Look-fors” Independent Activity: Goal Setting
Examples • Gallery Walk • What does it look like in the classroom? • Group Share • Key Ideas
Students participate in a "Dump your Brain" activity.
Preschool children can “Dump their Brain” in a modified way: Show me all the ways we can make “three.” three = 3 +