GO TOs

Core Values (TIU3) : motivation, reliability

Learning Styles (TIU4) Learning styles with 2 examples – place a star by your preferred styles
• Visual: Giving students charts and graphics, presentations ***
• Auditory: have students recite information, giving oral reports
• Kinesthetic: make students do experiments instead of watching, role playing

Activate the Brain – The R’s (TIU7)

Relationship, rigor, relevance,
Retrieval routing, retaining, re exposing, rehearsing, recognize

Teach the Vocabulary (SS1)

Frayer Model: Frayer uses a four-square graphic organizer for students to write out the definition,
examples, and characteristics or an illustration.  

WORD WALL: A word wall is a designated location in the classroom where the teacher posts
words that will be used  a lot (high frequency words) in elementary as they are learning to read
and write. In upper grades it is used to enhance the topics and concepts of learning through
word definitions, representations or even pronunciation. The word wall serves as a visual
reference during the unit of learning. Reading Rockets is a great site to learn about word walls:
• Put the wall in an easy to see location in the classroom since it should be accessed
daily in your instruction.
• You may want to use 3 x 5 or cut out cards so you can change them out as you progress
through learning. This minimizes creating many different walls your first year.
• Add words as you progress over time on your wall. Do not create a list of all the words and
post them for the class to see. Engage them in the process of creating the word wall
through your instructional practices.  You may have permanent words or "visiting" words
per your instructional expectations
• Keep the word list to a level that does not confuse the learner and become overwhelming.
Stay  around 5-10 words on the list unless you are working with sight words for younger
students and then you can increase that number up to 15 words based on age.

Word games: ex: password

Personal dictionary: Personal dictionaries, or word study books, are personal journals that
students create to keep a running guide to vocabulary words and concepts.  Students can add
words from all subjects to their journals and reference them in any classroom.  Students are
encouraged to draw, doodle, and visualize vocabulary words to help commit them to memory.  
 Strategies for Differentiation (SS1)
“Differentiated instruction is a teaching philosophy based on the premise that teachers
should adapt instruction to student differences.  Rather than marching students
through the curriculum lockstep, teachers should modify their instruction to meet
students’ varying readiness levels, learning preferences, and interests.  Therefore, the
teacher proactively plans a variety of ways to ‘get at’ and express learning."

flexible grouping: This allows students to be appropriately challenged and avoids

labeling a student’s readiness as a static state.  It is important to permit movement
between groups because interest changes as we move from one subject to another

Homogenous/Ability
    -Clusters students of similar abilities, level, learning style, or interest.
   -Usually based on some type of pre-assessment

Heterogeneous Groups
    -Different abilities, levels or interest
   - Good for promoting creative thinking

Individualized or Independent Study

    -Self paced learning
    -Teaches time management and responsibility
    -Good for remediation or extensions

Whole Class
    -Efficient way to present new content
    -Use for initial instruction

Anchoring Activities: These are activities that a student may do at any time when they
have completed their present assignment or when the teacher is busy with other
students.  They may relate to specific needs or enrichment opportunities, including
problems to solve or journals to write.  They could also be part of a long term project

Ebb and Flow of Experiences (Tomlinson)

Compacting Curriculum
  Compacting the curriculum means assessing a student’s knowledge and skills,
and providing alternative activities for the student who has already
mastered curriculum content.  This can be achieved by pre-testing
basic concepts or using performance assessment methods.  Students
demonstrating they do not require instruction move on to tiered
problem solving activities while others receive instruction.
     These are activities

Similarities and differences (ss6)

Ven diagram
Classifying; ph scale
Analogies

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

• Cooperative grouping: putting students in groups with different
ability level, think pair share, jigsaw
• Graphic organizers: Venn, diagram, KWL Chart, cause and effect
• Advanced organizers: concept maps, plot, diagram, pictographs
• Similarities/differences: venn diagram
• Summarizing and note taking: Cornell notes, 321 summary
• Cues and questions:asking questions at the end of lesson, raising
hand if there is a question

Blooms Verbs (SS8)

APPS: (knowledge) define, describe, list, recall, match——podcasts, youtube

APPS: (comprehension) summarize, express, illustrate, distinguish, give example

APPS: (application) apply, practice, write, construct, interpret, solve, use

APPS: (analysis) categorize, sketch, predict, compare,contrast

APPS: (synthesis) design, rewrite, reconstruct, relate,plan, compose, hypothesize,

develop

APPS: (evaluation) support, argue, critique, evaluaate, interoret, predict, jugge

APPS:

CREATING: Sparkvideo AND google slides

EVALUATING: GOOGLE GROUPS, TWITTER

ANALYZING: PHOTOS, GOOGLE NEWS

APPLYING: GOOGLE DRAWINGS, GOOGLE EARTH

UNDERSTANDING: GOOGLE DOCS SCHOLAR, PICMONKEY COLLAGE

REMEMBERING: POPPLET, SYMBALOO

You will be expected to plan and ask higher order thinking

questions every day in your classroom.  Your Field
Supervisor will also want to see that you have planned
questions and want to see them during your observations.

When you ask questions that involve the lower three levels,
Knowledge, Comprehension, and Application – these
questions are considered lower level thinking questions. 
When you ask these type of questions, you are typically
requiring students to simply recall, recite, and regurgitate
information.

Examples:
Knowledge - Describe what happened at...? Can you name
the...?
Comprehension - What do you think could have happened
next...? What differences exist between...?
Application - Do you know another instance where...? Can
you apply the method used to some experience of your
own...?

When you ask questions that involve the upper three levels:
Analysis, Synthesis, and Evaluation, these questions are
considered higher level thinking questions.  When you ask
these type of questions, you prompt students to go beyond
simple recall of information and require them to apply
information.

Examples:
Analysis - Can you explain what must have happened
when...? What were some of the motives behind...?
Synthesis - Can you see a possible solution to...? Can you
develop a proposal which would...?
Evaluation - Do you think ... is a good or a bad thing? How
would you feel if...?

Four Questions to redirect behavior (CBM5)

Modifications and Accommodations (E6)

Quantity
Definition
Adapt the number of items
that the learner is expected
to learn or the number of
activities student will
complete prior to
assessment for mastery.
Ti Level of Support
m
e Definition
Increase the amount of personal assi
Definition
task or to reinforce or prompt the use
Adapt the time allotted and allowed
studentfor learning, task
relationship; usecompletion,
physical spa
testing.

Example
Use different visual aids,
enlarge text, plan more
concrete examples, provide
hands-on activities, place
Example
Example
Assign peer buddies, teaching assista
Allow the use of a calculator
tutors. Specify how to interact with t
to figure math problem,
environment.
simplify task directions, or
change rules to
accommodate learner
students in cooperative
groups, pre-teach key
needs.
concepts or terms before the
lesson.

Input Difficulty Outpu

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

Example
Use different visual aids,
enlarge text, plan more
concrete examples,
provide hands-on
activities, place students
in cooperative groups,
pre-teach key concepts
or terms before the
lesson.
Example
Allow the use of a calculator
to figure math problem,
simplify task directions, or
change rules to
accommodate learner needs.
Example
Instead of answering
questions in writing, allow a
verbal response. Use a
communication book for
some students, or allow
students to show knowledge
with hands-on materials.

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

Example
In geography,
have a student
hold the globe,
while others point
out locations. Ask
the student to
lead a group.
Have the student
turn the pages
while sitting on
your lap
(kindergarten).

Suggestions for working with Students in Poverty (E12)

• Keep expectations high
• Have extra supplies handy
• Dont make to many comments on their personal choices
• arrange a bank of shared supplies
• Provide access to computers, books etc.
• Be motivating
 Reading Strategies to Strengthen Literacy Skills (R8)
Think-Pair-Share: before reading with small groups. It teaches students to share with
classmates and focuses attention. When a student gets the question, they discuss it
with the partner and share their ideas and comprehension.

Paragraph shrinking: during and after reading with the whole class or a small group. It
allows students to take turns reading and summarizing main points with sharing
feedback. Can be used during classroom discussion

Word walls: It can be used before, during of after reading with small groups, the whole
class or individually. It is an interactive tool for students and contains an array of words
that can be used during writing and reading.

Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

• Lesson preparation: Highlighted test, graphic organizers leveled study guides

• Building background: Personal dictionaries, word wall, word sorts
•
• Comprehension input: Appropriate speech, sentence strips, use demonstration of
techniques, experiments
• Strategies: Create a poem chant and song, “I wonder”, question cube
•
• Interactions: Jigsaw, countable, send a problem
•
• Practice and implementation:making it visual, pre-teach whenever possible,
audiobooks, modeling
•
• Lesson delivery: Pacing, student engagement, clear speaking
•
• Review and assessment: Word study books, systematic study, paraphrasing