GO TOs

Core Values (TIU3)

Commitment Ethical

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

Style: Visual* Style: Auditory Style: Kinesthetic

a

ex. Use graph organizers for note ex. ex.

takin Use audio books Think-Pair-Share activities

ex. Use symbols, underling to ex. Small group instruction and ex. Use labs, exhibits or hands on
emphasize key concepts interaction activities when possible

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Re-Exposing

2. 5. 8.
Rigor Routing Rehearsing
3. 6. 9.
Relevance Retaining Recognize

Teach the Vocabulary (SS1)

1. 3.
Frayer Model Word Games

2. 4.
Word Walls Password

Strategies for Differentiation (SS2)

1. Tiered Instruction 3. Flexible Grouping

2. 4.
Anchoring Activities Compacting Curriculum
Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Think-Pair-Share Four Corners

T-Chart Venn Diagram

Analogies or Expository Connect 4 Thinking/Venn

Diagram/KWL Chart
Compare/Contrast thru Venn
Diagram Classifying or Metaphors

3-2-1 Summary Cornell Note taking

1-Minute Paper Investigating the Question (IQ) Slap

Down Game

Blooms Verbs (SS8 and SS9)

Create Generate, Plan, Justify, Describe and Produce
Video Editing, Podcasting and Animating
APPS:

Evaluate Critique, Create, Design, Revise and Judge

Skype Conferencing, AWW Collaborating and Critiquing
APPS:

Analyze Break down, Categorize, Model, Analyze, and Infer

Outlining, Structuring and Organizing
APPS:

Apply Apply, Chose, Discover, Illustrate, and Demonstrate

Demonstrate, Showcasing and Illustrating
APPS:

Comprehension Explain, Summarize, Recognize, Review, and Discuss

Organizing, Blogging, Explaining
APPS:

Remember Arrange, Describe, Order, Name, and Outline

Mind Mapping, Recalling, Listing and Google search
APPS:
Four Questions to redirect behavior (CBM5)

1. What are you doing?

2.
What were you supposed to be doing?
3.
Were you doing that?
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 social studies 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 Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, or Adapt how the student can respond to
delivered to the learner. the rules on how the learner may instruction.
approach the work

Example Example 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.
Allow the use of a calculator to figure math
problem, simplify task directions, or change
rules to accommodate learner needs.
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.

Participation Notes:
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.
Suggestions for working with Students in Poverty (E12)
Provide access to computers, magazines, newspapers,
and books so low-income students can see and work with Be careful about the school supplies you expect
printed materials students to purchase.

Keep your expectations of poor students high. Arrange a bank of shared supplies for your students
to borrow when they are temporarily out of materials
for class

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

Collaborative learning strategy

Think-Pair-Share Before the reading/small group where students work together to
solve a problem or answer a
question about assigned reading.

The ability of a reader to match

Concept of Word Games Before reading/during reading/after reading spoken words to written word
Individual/small group/whole class while reading.

Word Walls Before reading/during reading/after reading A collection of words which are
Individual/small group/whole class displayed in large visible letters on
a wall
Reading Strategies to Strengthen Literacy Skills (R8)

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

Graphic Organizer, Highlighted Text and Supplementary Materials: Sources
2. Build background
Contextualizing Key Vocabulary, Visual Vocabulary, Vocabulary Self-Selection
3. Make verbal communication understandable
Appropriate Speech; Explanation of Academic Tasks; Use of Variety of techniques

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

Scaffolding Techniques: Questioning Techniques and use different learning strategies such as “I Wonder” or “GIST”
5. Opportunities for interaction
Provide opportunities for interaction, grouping configurations Cooperative Learning activities
6. Practice and application
Hands on Materials/Manipulatives for practice, application of content and language knowledge, integration of language
skills
7. Lesson delivery
Content Objectives, Language Objectives, Students Engaged

8. Review and assess

Review vocabulary, Review of Key Content, Authentic Assessment