Core Values (TIU3)

GO TOs

Learning Styles (TIU4) Learning styles with 2 examples – place a star by your preferred styles
VISUAL — Charts and graphics; Videos
Auditory — Music, Direct Teaching
Kinesthetic — Experiments, Group Projects

Activate the Brain – The R’s (TIU7)

1. Assessing/Rehearsing
2. Material Planning
3. Retrieval/Introduction
4. Relevance/Hook
5. Essential Vocabulary
6. Routing-Direct Instruction/Guided Practice with resources
7. Retaining-Independent Practice with Resources
8. Re-Exposing-Check for Understanding
9. Reflection-Daily
10. Rehearsal-Homework
11. Rigor-Instructional Resources

Teach the Vocabulary (SS1)

• Repetitive exposure to words
• Learning vocabulary words prior to reading text
• Indirect learning of vocabulary, for example, using vocabulary words in numerous
• different contexts
Learning vocabulary in both written text and oral speech
Strategies for Differentiation (SS2)
Tiered Instruction — Changing the level of complexity or required readiness of a task or unit of study in order to
meet the developmental needs of the students involved.
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. 
Flexible Grouping — This allows students to be appropriately challenged and avoids labeling a student’s readiness
as a static state. 
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. 

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

Summarization — Graffiti, Plot diagram
Note-taking — Cornell Notetaking, KWL worksheet

Blooms Verbs (SS8 and SS9)

APPS: Remember —
recognising, recalling
APPS: Understand — Interpret, Examples, Classify, summarise, infer, compare, explain
APPS: Apply — execute, implement
APPS: Analyse — differentiate, organise, attribute
 APPS: Evaluate — check, critique
APPS: Create — generate, plan, produce
Four Questions to redirect behaviour (CBM5)
1. Have you guys ever seen a football or a soccer game? What happens if a player does something against the rules? 
2. What do you do when I raise my hand?
3. What do you do when you line up to go in the classroom?
4. What is the first thing that you do when you enter the classroom?

Quantity
Adapt the number of items that a student is expected to learn or the number of activities students will complete prior
to assessment for mastery.
Example: Reduce the number of terms that a student must learn at one time

Time
Definition: Adapt the time allotted and allowed for learning a task, a task completion or testing
Example: Individualize a timeline, pace learning differently

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.
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
Definition: Adapt the way instruction is delivered to the learner;
Example — Use different visual aids, enlarge text, plan more concrete examples, hands-on activities, cooperative
groups, pre-teach key concepts or terms before the lesson

Difficulty
Definition: Adapt the skill level, problem type or rules on how the learner may approach the work
Example: Allow the use of a calculator for math problems, simplify task directions or change rules to accommodate
learner needs
Output
Definition: Adapt how the student can respond to instruction
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 hats-on materials

Participation
Definition: Adapt the extent to which a learner is actively involved in the task.
Example: Ask the student to lead a group. Have a student hold a globe while others point out locations.

Alternate Goals 
Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is
only for students with moderate to severe disabilities.
Example: In a social studies lesson, expect a student to be able to locate the colours of the states on a map, while other
students learn to locate each state and name the capital.

Suggestions for working with Students in Poverty (E12)

Provide access to computers, magazines, newspapers and books so students can see and work with printed
material.
Keep expectations high.
Do not make comments about clothes or belongings unless they are in violation of the dress code
Take time to make rationale for rules and procedures
Be careful about school supplies you expect students to buy
Arrange a bank of shred supplies for students to borrow
Do not require costly activities

Reading Strategies to Strengthen Literacy Skills (R8)

Concept map
Directed reading
Exit slips
Partner reading
Reading guide
Questions and answers
Summarizing
Descriptive writing

Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content
Monitor how you speak
Use visual aids