1 / 48

Co-Teaching In The Differentiated Classroom

Co-Teaching In The Differentiated Classroom. Year One Training Building Inclusive Schools Initiative Kirsten Omelan komelan@esc4.net November, 2010.

lieu
Download Presentation

Co-Teaching In The Differentiated Classroom

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. Co-Teaching In The Differentiated Classroom Year One Training Building Inclusive Schools Initiative Kirsten Omelan komelan@esc4.net November, 2010 Presentation Reference: Friend, M. (2010).Co-teach: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend, Inc.

  2. Effective Instructional Strategies Making Instruction Work for All Students

  3. UDL Provides Students…. • Multiple means of representation, to give diverse learners options for acquiring information and knowledge, • Multiple means of action and expression, to provide learners options for demonstrating what they know, • Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation

  4. Universal Design for Learning (UDL) http://www.udlcenter. org/aboutudl/Udlguidelines/

  5. Increase Instructional Intensity Video: Instructional Presentation “More Power” Content, Materials and Technology Burrello, L. C., Burillo, ERP, Inc (Producers). (2010). More Power: Instruction in Co-Taught Classrooms. [DVD]. (A Forum on Education Publication with Elephant Rock Productions

  6. How can I impact learning? • Understand Working Memory & Impact on Memory Retrieval • Use Permanent Products/Supplemental Aids/Accommodations Provided by Region 4 ESC

  7. Working Memory (WM) “The management, manipulation, and transformation of information drawn from the short-term and long-term memory.” -Working Memory and Academic Learning: Assessment and Intervention p.58 • WM is the culprit causing many learning disabilities. • When WM deficits are identified, WM permanent products should be routinely used to compensate for the deficit. • WM permanent products teach responsibility. Provided by Region 4 ESC

  8. Visuospatial Work Memory Visuospatial Working Memory Provided by Region 4 ESC

  9. Permanent Products Provided by Region 4 ESC

  10. “Of all the civil rights for which the world has struggled and fought for 5,000 years, the right to learn is undoubtedly the most fundamental.”

  11. Provided by Region 4 ESC

  12. Provided by Region 4 ESC

  13. Dual Encoding • Enhances retention and recall • Develops multiple retrieval routes • Provides visual imagery when material is presented verbally • Provides verbal mnemonic when material is visual (Cook, 1989) Provided by Region 4 ESC

  14. Mnemonics • Aids to memory such as acronyms, rhymes, linking information by creating visual images or making up a story, are called mnemonics. • Support learning by providing structure, meaning, integration, and cues where none naturally exist • Make the invisible, visible • Add meaningfulness, organization, association, visualization and interest (Dehn, 2007) Provided by Region 4 ESC

  15. Paraphrasing • Requires students to restate information in their own words • Builds from rehearsal and chunking strategy • Requires student to reorganize and condense large chunks of information • Begins with short, simple and single sentences • Increase length of message gradually • Utilizes verbal working memory resources (Dehn, 2007) Provided by Region 4 ESC

  16. Key Word Method • Incorporates visual memory • Facilitates vocabulary and process development • Most researched and most effective strategy (Mastropieri & Scruggs, 1998) Provided by Region 4 ESC

  17. Key Word Method: Memory Technique • Technique used to help associate two things Here's how it works: Pick a keyword that will remind you of the word you want to learn. You're going to make a mental image, so pick something you can easily visualize in your mind. For example, if you're trying to learn the Spanish word "carta" (letter), your keyword could be "cart.” • Make a vivid mental image of the two things combined, using the keyword as the main image. For example, you could picture a letter sitting in a cart to remember that "Carta" means "Letter.” Provided by Region 4 ESC

  18. Objective 1 At a restaurant Agnes ordered food that cost $14.89. The tax onher bill was 7%. She gave the waiter a 15% tip on the total bill,including tax. Write an expression that can be used to representthe tip Agnes left. Provided by Region 4 ESC

  19. Provided by Region 4 ESC

  20. Permanent Products = Supplemental Aids • State-wide Assessment Implications • Many permanent products could be utilized as a supplemental aid on TAKS-Accommodated, TAKS-M TELPAS • 10-11 TEA Accommodations Manual “A supplemental aid is a resource that assists a student in recalling information…student’s disability affects memory retrieval…serve only as a tool and not as a source of direct answers” (p. 25) • NOTE – Please refer to 2010-2011TEA Accommodations Manual for specific guidelines for use of accommodations on state-wide assessments http://www.tea.state.tx.us/index3.aspx?id=3696&menu_id=793

  21. Examples of Supplemental Aids Region 13 Supplemental Aid Project http://www5.esc13.net/agc/accommodations.html TEA Assessment Division 2010-2011 Supplemental Aid Examples http://www.tea.state.tx.us/index3.aspx?id=3696&menu_id=793 Provided by Region 4 ESC

  22. REMEMBER • There are some supplemental aids that are appropriate for instruction, but may not be allowable on state assessment. • This doesn’t mean we shouldn’t use them during instruction! Goal is to learn the content!!!

  23. Differentiating Text

  24. Using Technology

  25. Provided by Region 4 ESC

  26. Provided by Region 4 ESC

  27. Provided by Region 4 ESC

  28. Provided by Region 4 ESC

  29. Provided by Region 4 ESC

  30. Provided by Region 4 ESC

  31. Provided by Region 4 ESC

  32. Provided by Region 4 ESC

  33. Provided by Region 4 ESC

  34. Provided by Region 4 ESC

  35. Microsoft Word:Auto Summary • How to install to your quick bar: • Click the Microsoft Office Button , and then click Word Options. • Click Customize. • In the list under Choose commands from, click All Commands. • Scroll through the list of commands until you see AutoSummary Tools. • Click AutoSummary Tools, and then click Add. • The AutoSummary Tools button now appears in the Quick Access Toolbar. Provided by Region 4 ESC

  36. Provided by Region 4 ESC

  37. Foldables • Accommodation Usage: an alternate to traditional note-taking formats. Foldables allow students to record information using an interactive model. • Foldables are 3-D paper constructions that allow learners to record and process new words and concepts in a hands-on and kinesthetic way. Provided by Region 4 ESC

  38. Provided by Region 4 ESC

  39. Provided by Region 4 ESC

  40. Web Resources

  41. When History Happens • Teachable moment rise from • Hurricanes • Election day • Flu • Events at NASA http://www.edutopia.org/election-day-teachablemoments

  42. Kidsclick.org

  43. “Coming together is a beginning, keeping together is progress, working together is success.”Henry Ford

More Related