GO TOs

Core Values (TIU3)

Warmth Authenticity Hannah Mancill 5/30/19

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

Visual* Auditory Kinesthetic

Style: Style: Style:

have student stand up and role play

ex. ask student to draw and label ex. have student watch a video ex. gas molecules (bump shoulders with
parts of a solution neighbor, wall, desk, etc.)

ex. ex. teach student cheer to help ex. ask student to answer question
assign the student reading by writing answer on white board
remember compound naming

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Re-Exposing

2. Rigor 5. Routing 8. Rehearsing

3. Relevance 6. Retaining 9. Recognize

Teach the Vocabulary (SS1)

1. Frayer Model 3. Word Game (Wheel of Fortune, Password)

Personal Dictionary
2. Word Wall 4.

Strategies for Differentiation (SS1)

1.
Flexible Grouping 3. Formative Assessment

2. Respectful Tasks 4. Student Choice

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

Example 1 Example 2
Collaborative Problem Solving Four Corners
Cooperative Grouping

Graphic Organizers Foldable Graphic Organizer SkimmingConcept Map

Advanced Organizers Analogy SkimmingConcept Map

Experimenting
Similarities / Differences Classifying

3-2-1 Summary Problem Solving Graphic

Summarizing & Notetaking

Cues & Questions 1 Minute Paper Investigating the Question (IQ) Slap Down
Game

Blooms Verbs (SS8)

Create Justify, Choose, Defend, Describe, Conclude
APPS: WeVideo Movie & Video Editor, Blogger
Evaluate Hypothesize, Arrange, Categorize, Design, Formulate

APPS: Twitter, Google Groups/Forms

Analyze Analyze, Compare, Contrast, Show, Write

APPS: WUFOO, ThingLink

Apply Use, Solve, Choose, Produce, Predict

APPS: IPEVO, Google Earth

Comprehension Explain, Give examples, Indicate, Predict, Rewrite

APPS: Airtable, Tumblr

Remember Define, Describe, Identify, Label, Order
APPS: Quizlet, Popplet
Four Questions to redirect behavior (CBM5)

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 the number
of activities student will complete prior to
assessment for mastery.
Example
Reduce the number of chemistry terms
a learner must learn at any one time.
Add more practice activities or
worksheets.
Time
Definition
Adapt the time allotted and
allowed for learning, task
completion, or testing.
Example
Individualize a timeline for completing a
task; pace learning differently (increase
or decrease) for some learners.
Level of Support
Definition
Increase the amount of personal assistance to keep
the student on task or to reinforce or prompt the use
of specific skills. Enhance adult-student relationship;
use physical space and environmental structure.
Example
Assign peer buddies, teaching assistants, peer
tutors, or cross-age tutors. Specify how to interact
with the student or how to structure the
environment.

Input Difficulty Output

Definition
Adapt the way instruction is
delivered to the learner.
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.
Definition Definition
Adapt the skill level, problem type, Adapt how the student can
or the rules on how the learner respond to instruction.
may approach the work.
Example Example
Allow the use of a calculator to figure math Instead of answering questions in writing, allow
problem, simplify task directions, or change a verbal response. Use a communication book
rules to accommodate learner needs. for some students, or allow students to show
knowledge with hands-on materials.

Alternate Goals - Adapt the goals or outcome expectations while using the same
Participation Notes: materials. When routinely utilized, this is only for students with moderate to severe
disabilities.
Definition
For example: In a social studies lesson, expect a student to be able to locate the
Adapt the extent to which a learner colors of the states on a map, while other students learn to locate each state and
is actively involved in the task. name the capital.

Example Substitute Curriculum Sometimes called “functional curriculum” - Provide different

instruction and materials to meet a learner’s individual goals. When routinely utilized,
Ask the student to lead a group. this is only for students with moderate to severe disabilities.
Have the student watch others
perform the experiment rather For example: During a language lesson, a student is learning toileting skills with an
aide.
than performing it themselves
Suggestions for working with Students in Poverty (E12)
Provide access to computers, magazines, newspapers, and books Take time to explain the rationale for rules and
so low-income students can see and work with printed materials.
1. 4. procedures in your classroom.

Be careful about the school supplies you expect students to purchase.

2. Keep your expectations for poor students high. 5. Keep your requirements as simple as you can for all students.

3. Don’t make comments about your students’ clothes or 6. Do not require costly activities.
belongings unless they are in violation of the dress code.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
nonfiction writing that encourages careful word choice,
1. Persuasive Writing N/A the development of logical arguments, and a cohesive
summary

Inferences are what we figure out based on an experience. Helping

Use individually, with small groups, or in a
2. Inferences whole class setting
students understand when information is implied, or not directly stated,
will improve their skill in drawing conclusions and making inferences.

Students read aloud to each other. When using partners, more fluent readers can be

Paired Reading Use during reading with small groups paired with less fluent readers, or children who read at the same level can be paired
to reread a story they have already read. Paired reading can be used with any book,
3. taking turns reading by sentence, paragraph, page or chapter.

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

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

5. Opportunities for interaction

6. Practice and application

7. Lesson delivery

8. Review and assess