Core Values (TIU3)

Grace
Joy

Learning Styles (TIU4) Learning styles with 2 examples place a star by your preferred styles

Tactile/Kinisthetic ** Auditory Visual

1. Role Playing 1. Listening to lecture 1. Graphic organizers

2. Writing notes 2. Recite information 2. Colorful charts

Activate the Brain

Relationships Retrieval Re-exposing

Rigor Routing Rehearsing

Relevance Retaining Recognizing

Teach the Vocabulary (SS1)

Games Word journals

Word walls using and hearing the vocabulary

Strategies for Differentiation (SS1)

Anchor activities formative assessment

Student choice flexible grouping

Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) Provide 2 examples of each

Example 1 Example 2
Heterogeneous ability grouping/jigsaw Project based learning
Cooperative Grouping

Graphic Organizers Venn Diagram for compare/contrast expository advanced organizer

Advanced Organizers analogy advanced organizer expository advanced organizer

analogy
Similarities / Differences Venn diagram

Summarizing & Notetaking cornell notes give me five: who, what, when, where, why

Cues & Questions Exit ticket: 1-minute brain dump One question, one comment, last word

Blooms Verbs (SS8)

design, produce, imagine, invent, build

Animoto and Canva

compare, critique, recommend, test, judge

Notion and Twitter

examine, dissect, investigate, order, predict

SimpleMind and Wufoo

organize, use, illustrate, act, write

Periscope and Google Docs

cite, describe, outline, ask, explain

Annotate and Adobe Spark Post

list, define, know, tell, match

Quizlet and Apple Notes

Four Questions to redirect behavior (CBM )

What are you supposed to be doing right now? What are you doing?
1.

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
Definition
Adapt the number of items that the learner is
expected to learn or number of activities student
will complete prior to assessment for mastery.
Time Level of Support
Definition Definition
Increase the amount of personal assistance to keep
Adapt the time allotted and allowed for learning, task the student on task or to reinforce or prompt use of
completion, or testing. specific skills. Enhance adult-student relationship;
use physical space and environmental structure.

Example Example Example

Allow extra time in class or as homework for completion of
Student will read only a portion of the poem to anayze assignment Offer paraprofessional or peer support

Input Difficulty Output

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

Example Example Example

Allow partner or small group discussion to Select a different poem for the student to analyze, that is either
complete assignment easier to understand, or something familiar that they've Allow verbal or typed response, rather than written
already been exposed to

Participation Notes:
Definition
Adapt the extent to which a learner is actively
involved in the task.

Example
Dictate group or partner response for the other student
to write down
Suggestions for working with Students in Poverty (E12)

Be careful about the school supplies you expect

1. Keep your expectations for poor students high. 4. students to purchase. Keep your requirements as
Poverty does not mean ignorance. simple as you can for all students.

2. 5.Arrange a bank of shared supplies for your students

Don’t make comments about your students’ to borrow when they are temporarily out of materials
clothes or belongings unless they are in violation for class
of the dress code.
3. 6. Provide access to computers, magazines, newspapers,
Take time to explain the rationale for rules and books so low-income students can see and work
and procedures in your classroom. with printed materials. School may be the only place
where they are exposed to print media.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Concept map during reading/ whole graphic organizer to deepen

comprehension of a new concept
class, small group, indv

2. Shared reading before, during, after/ whole class modeled, guided, supported reading,
often using enlarged text - increases
fluency

3. Word wall before, during, after/ whole class Increase vocabulary by displaying high
frequency words interactively

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

2. Build background

3. Make verbal communication understandable

I could definitely improve my communication, making it more simple and easy to comprehend, uing less jargon or idioms, and more repetition

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

5. Opportunities for interaction

I would like to give my ELLs, and all students, more opportunities to speak, access thought processes, and solidify their thinking

6. Practice and application

7. Lesson delivery
I need to be more consistent about stating and relating back to learning objectives during lesson delivery, to refocus the students' purpose

8. Review and assess