GO TOs

Core Values (TIU3)

Responsibility Caring

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

Style: Visual Style: Auditory Style: Kinesthetic

ex. ex. ex.

Picture Flash card Read Aloud Making puppets and
presenting puppet shows
ex. ex. ex.
Highlighted text Sing your notes Combining sports and math
activities

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationships
Retrieval
Re-exposing

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

Teach the Vocabulary (SS1)

1. 3. Context
Frayerclue
Model

2. 4.
Interactive
Games word wall

Strategies for Differentiation (SS2)

1. Breaking a topic into parts 3. Modeling with think aloud

2. Using graphics organizer 4.

Discussion
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

Four corner

Graphic Organizers
Anchor Chart
Concept Maps and Brainstorming Webs

Advanced Organizers
Venn Diagram
Content 4 thinking

Similarities / Differences
T-Chart
Compare-contrast

Summarizing & Notetaking

Graffiti
Cornell Notes

Cues & Questions

Minute Paper the Question (IQ) Slap
Investigating
Down Game

Blooms Verbs (SS8 and SS9)

Create This level of questioning involves judgment based on criteria. Creating uses verbs like generate,
conclude, produce, decide, defend, justify, and support.
APPS:

Evaluate involves putting together elements to create a new concept. Evaluation uses verbs like critique,
categorize, collaborate, combine, contrast, formulate, integrate, reorganize, and revise.
APPS:

is the breakdown of information so that the individual parts and relationships are made clear.
Analyze
Analyzation uses verbs like diagram, differentiate, illustrate, infer, prioritize, and correlate.

APPS:
refers to the use of abstractions and a transfer into a new situation. The application-level uses
Apply verbs like chart, collect, predict, produce, provide, report, solve, and use.

APPS: As you move up the pyramid, the questioning techniques demonstrate more in-depth learning.

Understanding shows the individual knows what has been taught and can use the material
Comprehension without necessarily relating it to other content. This level uses verbs like classify, estimate,
explain, paraphrase, and summarize.
APPS:
This questioning level involves the recall of fact and learning and uses verbs like
Remember define, describe, identify, label, list, match, name, and select.

APPS:
Four Questions to redirect behavior (CBM5)

1. Excuse me, what are you doing?

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
students will complete prior to
Example
Reduce the number of social
studies terms a learner must learn
at any one time. Add more
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
Level of Support
Definition
Increase the amount of personal
assistance to keep the student on task,
to reinforce or prompt the use of
specific skills. Enhance adult-student
Example
Assign peer buddies, teaching
assistants, peer tutors, or cross-age
tutors. Specify how to interact with the

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 Allow the use of a calculator to figure Instead of answering questions in
text, plan more concrete math problems, simplify task writing, allow a verbal response. Use a
examples, provide hands-on directions, or change rules to communication book for some students,
activities, place students in accommodate learner needs. or allow students to show knowledge

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in the
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
Suggestions for working with Students in Poverty (E12)

1. Keep your expectations for poor students high. Poverty
does not mean ignorance.
2. Be careful about the school supplies you expect students
to purchase. Keep your requirements as simple as you can
3.
Don’t make comments about your students’ clothes or
belongings unless they are in violation of the dress code.
4. Arrange a bank of shared supplies for your students
to borrow when they are temporarily out of materials
for class.
5. Provide access to computers, magazines,
newspapers, and books so low-income students can
see and work with printed materials. School may be
6.
Do not require costly activities. For example, if you
require students to pay for a field trip, some of them

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Visualizing Teaching vocabulary After discussing definition, we

will draw related picture

2.
Pre-teach Making connection Engage activity

3. Cooperative learning Group work Flexible grouping lowers anxiety

levels for the students, and they

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

Identify the language demands of the content
2. Build background
Begin by teaching words in categories.
3. Make verbal communication understandable
Use analogies

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

Encourage topic-focused wide reading
5. Opportunities for interaction
Promote oral interaction and extended academic discussion
6. Practice and application
Give students feedback on language/vocabulary used in class
7. Lesson delivery
Plan language objectives for all lessons and make them explicit to students

8. Review and assess

Review vocabulary and content concepts