GO TOs

Core Values (TIU3)

COMPASSION CARING

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

Style: Auditory Style: Visual Style: Kinesthetic

ex. ex. ex.

Teachers lectures on a topic
ex.
Students debate a topic
Students highlight important
information in a text
ex. Students complete flowcharts
and diagrams
Students sing a song to
memorize a concept
ex.
Pantomiming a response

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationships
Retrieval
Re-exposing

2. 5. 8. Routing
RigorRehearsing

3. 6. 9.
Relevance
Retaining
Reflection

Teach the Vocabulary (SS1)

1. 3. Wheel
Wordof Fortune
Games

2. 4.
Word
Password Walls

Strategies for Differentiation (SS2)

1. Student Reflection 3. Effective Feedback

2. Flexible Grouping 4.
Individualized Instruction
Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Jigsaw

Think-Pair-Share

Graphic Organizers
Venn diagram
Bubble map

Advanced Organizers
Skimming
Expository

Similarities / Differences
Compare
Creatingand Contrast
metaphors

Summarizing & Notetaking

Cornell
SimpleNotes
summary

Cues & Questions

Lesson & Anchor Chart
Question-Answer-Relationship

Blooms Verbs (SS8 and SS9)

Create Design, assemble, construct, conjecture, develop, formulate, author, investigate

APPS: Canva, Anchor, Adobe Spark Video

Evaluate Appraise, argue, defend, judge, select, support, value, critique, weigh

APPS: Skype, Twitter, Weebly

Differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test
Analyze
SimpleMind + Mind Mapping, ThingLink, Wufoo
APPS:
Execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch
Apply
Autodesk Sketchbook, Google docs, KOMA KOMA
APPS:
Classify, describe, discuss, explain, identify, locate, recognize, report. Select, translate
Comprehension
Picmonkey Collage, Spark Post, Feedly
APPS:
Define, duplicate, list, memorize, repeat, state
Remember
Wordle, Vocaroo, Popplet
APPS:
Four Questions to redirect behavior (CBM5)

1.
Where should that paper be?

2.
How should you be standing right now?

3.
What is our rule about chewing gum?

4.
What should you be doing right now?

Modifications and Accommodations (E6)

Quantity
Definition
Adapt the number of items
that the learner is expected
to learn or the number of
Example
Reduce the number of social studies
learner must learn at any one time. Add
Input
Definition
Adapt the way instruction is
delivered to the learner.
Example
Use different visual aids,
enlarge text, plan more
concrete examples, provide
Time
Definition
Adapt the time allotted and allowed for
learning, task completion, or testing.
Example
Individualize a timeline for
terms a a task; pace learning
completing
differently (increase or decrease)
Difficulty
Definition
Adapt the skill level, problem
type, or the rules on how the
learner may approach the work.
Example
Allow the use of a calculator to
figure math problem, simplify
task directions, or change rules
Level of Support
Definition
Increase the amount of personal
assistance to keep the student on
task or to reinforce or prompt
Example
Assign peer buddies, teaching
assistants, peer tutors, or cross-
age tutors. Specify how to
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

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved
Example
In geography, have a
student hold the globe,
while others point out
locations. Ask the student to
 Suggestions for working with Students in Poverty (E12)

1. Be careful about the school supplies you expect students
to purchase. Keep your requirements as simple as you can
for all students
2. Arrange a bank of shared supplies for your students to
borrow when they are temporarily out of materials for
4. Provide access to computers, magazines,
newspapers, and books so low-income students can
see and work with printed materials. School may be
5. Keep your expectations for poor students high.
Poverty does not mean ignorance

3. 6.
Do not require costly activities. For example, if you require Students who live in poverty may not always know
students to pay for a field trip, some of them will not be the correct behaviors for school situations. At home,
able to go. they may function under a different set of social

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. a visual organizer that can enrich

Concept Maps During reading
students' understanding of a new
concep
2.
Listen-Read-Discuss Before reading helps students comprehend text.
Before reading, students listen to a
3.
Question-Answer- After reading helps students understand the
Relationship different types of questions. By

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

Instruction must be clearly communicated, sequenced, and scaffolded, adaptation of content, graphic organizers, outlines
2. Build background
Personal dictionaries, content word wall, contextualizing key vocabulary
3. Make verbal communication understandable
Appropriate speech, use of a variety of techniques, small group instructions
4. Learning strategies (this one should be easy!)
Mnemonics, “I Wonder” brainstorming, GIST summarizing strategy
5. Opportunities for interaction
Roundtable, jigsaw, four corners
6. Practice and application
Hands-on materials/manipulatives for practice, semantic map, clustering, solving problems in cooperative
groups
7. Lesson delivery
Content objectives must be clearly supported by lesson delivery, stated orally, written on board for all to see,
language objectives should be stated orally, written on board for all to see, specific to book language, needs
to be recognizable in lesson’s delivery
8. Review and assess
Feedback given orally and in writing, informal assessment, review key concepts during and at the end of a
lesson, informal, structured, link, final review