OMAR AHMAD 7/9/2022

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Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

Areas where I GLOW….. Areas for me to GROW……

Responds to students with respect Address every student by name

Speaks with appropriate tone/volume Invests time before and after school

Core Values (TIU3)

honesty influence

Additional Notes:
Core values are the fundamental beliefs of a person or organization. These principles guide your behavior and will set the culture in
your classroom. Students will emulate the behaviors they see in you, so it's important to be mindful of what you put on display.

Acceptance Dedication Kindness Professionalism

Accountability Dependability Knowledge Relationships
Achievement Encouragement Leadership Reliability
Adventure Enthusiasm Learning Resilience
Advocacy Ethical Love Resourcefulness
Ambition Excellence Loyalty Responsibility
Appreciation Family Mindfulness Recognition
Attractiveness Friendships Motivation Stability
Authenticity Flexibility Optimism Success
Boldness Fame Originality Teamwork
Calmness Generosity Passion Thankfulness
Caring Grace Power Thoughtfulness
Challenge Growth Professionalism Traditionalism
Cheerfulness Happiness Recognition Trustworthiness
Commitment Honesty Risk-Taking Understanding
Compassion Humility Safety Uniqueness
Collaboration Inclusiveness Security Usefulness
Consistency Independence Success Versatility
Creativity Individuality Peace Vision
Credibility Innovation Perfection Warmth
Curiosity Inspiration Power Wealth
Daring Influence Preparedness Well-Being
Decisiveness Joy Proactivity Wisdom
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

learning is a change in learning involves a change Humanism

behavior caused by in knowledge stored in
the learner brings
an external stimulus. memory, not just a change their own past focuses on
The theory states that in behavior. So, they
focus more on mental
experiences and human freedom,
rewarding someone for dignity, and
a particular behavior
processes (rather than cultural factors
Brief
encourages them to
observable behavior as
the
to every potential. It is
Description:
behave in the same behaviorists). Teachers situation. Since necessary to
way in a similar assist the learner in study the person
situation. The reward making associations and
each learner
reinforces the discovering for constructs as a whole. This
behavior. themselves.
knowledge, theory deals with
learning is the social-
different for each emotional side of
person. learning.

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Harold

B. F. Skinner John Dewey Maslow
Albert Erik Erikson
Theorists Bandura Benjamin
Associated:
Bloom
Howard
Gardner
Jerome Bruner

A key feature is that observable behaviors make it easy to collect and quantify data.
Instructors provide positive and negative feedback to influence a child's behavior.
Criticisms of Behaviorism
It doesn't describe learning that happens without reinforcement, such as initial language learning.
It disregards changes in reinforced behavior and any cognitive input.
Doesn't prepare the learner for problem solving or creative thinking. It prepares the learner for recall of basic facts, automatic responses, or performing tasks. Bandura's Social Learning Theory states that people learn from one another, using
observation, imitation, and modeling
It recognizes the complexities of human memory.
Piaget's theory reinforces the idea that nurturance (comfort, teaching, and play) should be suitable for the child or adolescent's stage of thinking. If children's tasks are too difficult for them, they will not succeed, which may affect them negatively—
psychologically and emotionally.
It involves cognitive processes not readily observed
Piaget overlooked the stages of adult intellectual development
Sensorimotor Stage (Birth – 2 years): Children develop an understanding of the world through their 5 senses and muscles–learn by doing. They learn basic shapes, textures, and object permanence through touching, grasping, hearing, and 'tasting' objects.
Preoperational Stage (2 – 7 years): Children develop an understanding through language and images - learning through their actions, thoughts, and feelings. Knowledge is based on their own personal feelings, not reality. No logical thinking. Egocentrism (the
Notes: inability to perceive reality from other's points of view).
Concrete Operational Stage (7 – 12 years): Children can think logically and empathetically but still learn best through experience. Children begin to understand patterns, other people's feelings, and points of view. They start to recognize patterns, reversibility,
cause-and-effect relationships, and develop object conservation.
Formal Operations Stage (13 – Adult): Individuals develop understanding using abstract thinking. Individuals begin to see and understand different perspect ives and imagine hypothetical situations or scenarios. Use logic, deductive reasoning, comparison, and
classification.
Encourages active engagement
Promotes motivation
Promotes autonomy, responsibility, independence
Develops creativity and problem-solving skills
Tailors learning experiences Social contact is essential for learning
Erickson tackled the young, middle, and older adult stages of life. Parents can look at their own development and assess Criticisms Creates cognitive overload May result in potential misconceptions
Makes it difficult for teachers to detect problems and misconceptions
Since learners construct their own knowledge, constructivism doesn't work if the results always need to be consistent.
Birth - 18 Months (Trust vs. Mistrust): The infant develops a sense of security and learns to trust caregivers if given proper care. If a child does not experience trust, feelings of insecurity, worthlessness, and general mistrust of the world may d evelop.
18 months - 3 Years (Autonomy vs. Shame): The child has an opportunity to build self-esteem and autonomy as he or she learns new skills and right from wrong. The well-cared-for child is sure of himself, carrying himself or herself with pride rather than
shame. Children can also sometimes feel shame and low self-esteem during an inability to learn specific skills.
4 - 6 Years (Initiative vs. Guilt): During these years, we experience a desire to copy the adults around us and act out roles in play situations. We also begin to use the word "why?" The most significant relationship is with the family.
7 - 12 Years (Industry vs. Inferiority): The child learns new skills and knowledge, developing a sense of industry. The child can attain a sense of self-confidence. However, unresolved feelings of inadequacy and inferiority could also occur. The child learns to
think about others, and the most significant relationship is with the school and neighborhood.
Adolescents: 13 - 17 Years (Identity vs. Role Confusion): Up until this fifth stage, development depends on what is done to a person. At this p oint, development now depends primarily upon what a person does. An adolescent must struggle to discover and find
his or her own identity and "fit in." Adolescents who are unsuccessful at this stage tend to experience role confusion and upheaval. Adolescents begin to develop a strong affiliation and devotion to ideals, causes, and friends.
Young Adulthood: 18-35 years (Intimacy and Solidarity vs. Isolation – Love): People seek companionship and love. Young adults seek deep intimacy and satisfying relationships.
Middle Adulthood: 35 - 55 or 65 Years (Generativity vs. Self-absorption or Stagnation): Career and work are the most important things at this stage, along with family. People attempt to produce something that makes a difference in society. Inactivity and
meaninglessness are common fears during this stage. Some may struggle with finding purpose. Significant relationships are those within the family, workplace, local church, and other communities.
Late Adulthood: 55 or 65 years until death (Integrity vs. Despair): Older adults tend to reflect on their lives during this period. Some have led a meaningful life and feel they have contributed to society (integrity). While others have feelings of despair as they
reflect on failures and wonder if life was "worth it."
Use of a social contract
Show and tell to get to know others better
Counseling and social work support
Advantages
Emphasis on taking care of basic human needs
Students will learn best if they are fed, feel safe, and are supported at home and school
Criticisms
Vagueness in what is considered a "deficiency" (what is a deficiency for one is not necessarily a deficiency for another).
There are various exceptions that frequently occur. For example, some people often risk their own safety to rescue others fro m danger.
Starting at the bottom of the pyramid:
Physiological Needs (basic need): These are physical requirements for human survival, e.g., air, food, drink, shelter, clothing, warmth, sex, sleep. If these needs are not satisfied, the human body cannot function optimally. Maslow considered physiological needs
the most important as all the other needs become secondary until they are met.
Safety Needs (basic need): Protection from elements, security, order, law, stability, freedom from fear.
Social Needs (psychological need): After physiological and safety needs have been fulfilled, the third level of human needs is social and involves feelings of belonging. The n eed for interpersonal relationships motivates behavior. Examples include friendship,
intimacy, trust, and acceptance, receiving and giving affection and love, affiliating, and being part of a group (family, friends, work).
Esteem Needs (psychological need): Maslow classified these into two categories: (i) esteem for oneself (dignity, achievement, mastery, independence) and (ii) the desire for reputation or respect from others (e.g., status, prestige). Maslow indicated that the need
for respect or reputation is most important for children and adolescents and precedes real self-esteem or dignity.
Self-Actualization Needs (self-fulfillment need): Realizing personal potential, self-fulfillment, seeking personal growth, and peak experiences. A desire
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationships
2. Rigor
2.
3. Relevance
Stages of Development (TIU7)
Social Emotional
Implications
1.Fear of dark and injury 2.Likes to
2 -4 yr olds share, cooperative play with other
children 3.May have an imaginary
friend 4.Becomes competitive and
doesn't want to lose 5.Develops an
understanding of rules, but still finds
taking turns difficult 6.Needs structure
and routine to feel safe
Five- and six-year-olds are still quite self-centered, but
they are becoming interested in group activities. They
become sociable and interested in other children as
friends. They enjoy make-believe stories and
play.
Attachment to friends grows during this stage. Children
show friendship with possessions, secrets, and time
together. Children want to continue playing with their
friends and don't like to stop. They need a 5- or 10-
minute warning before they have to leave or change
5- 8 yr olds activities.
Tattling is a common way of attracting adult attention
or helping to learn the rules. They like to know the
rules and may complain of unfair treatment by
playmates.
These children value winning, leading, and being first.
They are competitive; they try to boss and are unhappy
if they lose. Non-competitive games are important.
Children in this age group often become attached to an
adult other than their parents. They see the teacher as
the authority.
Children in this age group release tension through
physical activity. They enjoy rough-housing but don't
know when to stop; they may end up hurt, upset, or
exhausted. Adults need to encourage quiet play when
children are tired from exertion.
More realistic fears replace the common preschool
fears of ghosts, witches, and creatures in dark places.
These new fears revolve around school, social
relationships, and family loss of income. Adults need to
9-11 yr olds give children practical information to help them handle
fears; never tease or joke about ideas that frighten
them.
A positive self-concept continues to develop with each
successful experience. Help children celebrate their
positive achievements. Children at this age are more
ready to dish out criticism than to receive it.
Children often try out some new behavior just to see
how it feels or to imitate a friend--sometimes swearing
or challenging rules.
Have a positive attitude about school.
Peer groups grow more important for members of this age
group.
Children can be loud and rude at times and tend to be moody
and sensitive, with extremes in emotion.
These children want to be more independent of adults. Sibling
rivalry is typical.
They also show an attitude change regarding school and may
daydream, become restless, and mess around after school.
Children want to discuss sex often to correct information from
peers. Signs of growing independence and disobedience,
perhaps even backtalk and rebellious behavior, become more
12-14 yr olds frequent. Common fears include the unknown, failure, death,
family problems, and non-acceptance. Concepts of right and
wrong continue to build.
A sense of humor develops during this period.
Every time children succeed at something, their self-view
improves.
They have a strong attachment to their own sex and show
antagonism toward the opposite sex
Adolescents are increasingly comfortable
interacting in the community and with their peers.
For some activities, they enjoy mixing with both
sexes, while for others, they prefer being with
their sex.
Leadership experiences in clubs and groups are
valuable at this stage because they allow young
people to learn decision-making skills. In this
stage, adolescents also become concerned about
issues of justice and fairness. The family is still a
vital anchor in teens' lives, and they continue to
seek their parents' counsel. Success is essential
15-18 yr olds for adolescents. Comparison with others is
difficult for them, especially with their friends.
Transition period—teenagers detach themselves
from their parents.
They feel mature and want to be an adult but
don’t have all the skills to do so.
Feelings of insecurity, anger, and frustration
begin.
Less concerned with adult approval and want
more peer approval.
Develop close relationships with their gender
Develop an intense interest in the opposite sex
Desire group acceptance and will follow peer
dress and behavior norms
4. Retrieval
5. Retrieval
6.
Re-teaching
Physical
1.Jumps with feet together
2.Mature motor control
3.Ball skills improve –
throwing and catching
4.May be ready to learn to ride
a bike by 4-5
5.Cuts on the line with scissors
The growth rate is slower than during infancy and
early childhood-slow and steady. The average
rate of increase is 3 to 6 pounds per year.
Children's need for food may fluctuate with
activity.
Muscle coordination and control is uneven and
incomplete. Large muscles (used for moving the
arms and legs) are easier to control than small
muscles (used for moving the fingers). Encourage
children to participate in activities involving
speed and energy. Intense activity may bring
temporary exhaustion. Children of this age need
10 to 12 hours of sleep per night.
Hand skills and eye-hand coordination, needed
for activities such as writing and shoe lacing,
continue to develop as children gain small muscle
motor skills. They need to use large crayons and
paper. Projects often appear messy as children
work on polishing these skills. Encourage
children to work briefly at tasks requiring small
muscle control and then return to running and
jumping-tasks that use their larger, more skilled
muscles.
The range of height and weight
widens. Becoming critical of
physical appearance increases
(especially in girls).
Children in this age group are as
coordinated as adults, although
lapses of awkwardness are
common.
Energy abounds, and children may
become overstimulated when
participating in competitive
physical activities. Children this
age need 10 to 11 hours of sleep
each night.
Adolescence is a period of rapid growth and
physical change. It can be an uneasy time for
individuals whose physical changes are apparent
and those who seem to be at a standstill.
Throughout this stage, adolescents must cope
with ungainly bodies and a new sense of their
physical selves.
For adolescents, physical development proceeds
at a varied pace. Some children experience
growth spurts; others grow at a slower, more even
pace. Girls generally experience growth spurts
earlier than boys, and some girls attain their adult
height by age 12 or 13. For a time, they are taller
than many boys their age.
Coordination and strength increase; however,
rapid growth may cause clumsiness and lack of
coordination.
There may be a general awkwardness.
By 19, the adolescent has full motor
capacities (boys usually mature later than
girls, but are generally bigger).
Boys develop sex characteristics such as
deep voices and body hair.
Girls and boys move through puberty at
different rates. This difference can be
difficult for slow or quick developers to
handle.
Teenagers may become self-conscious as
body changes, odor, and possibly acne
occurs.
Always hungry; appetite is great.
The need for sleep increases; they may sleep
quite late on weekends.
Sweating increases
Sexual desires and fantasies increase
7.
Re-exposing
8. reflecting
9. Rehearsing
Mental
1Self-sufficient in many routines
2Dresses/undresses self 3Copies complex shapes
4Asks a lot of questions
5Tells stories 6Begins to imitate and write name – by
5 years old, they have settled on hand dominance
7Paints 8Threads beads on lace 9Understands 2-3
simple things to do at once 10Sort objects by size and
type 11Understands that books are a source of
pleasure and uses pictures to help them follow the
story 12Learn their letters, counting, and colors. The
most important mode for learning is play
Around age 7, children begin to think logically about
their behavior and about things they can easily
imagine, such as sharing with a friend or going on a
drive. They also have a difficult time making choices
and decisions; they are hesitant and indecisive.
Adults can do simple reasoning with children now.
Children in this age group begin to form ideas similar
to those of an adult. They can group things that
belong in one category (for example, babies, fathers,
and mothers are all people).
They learn to write letters and numbers, often
backward. They cannot read and write skillfully at the
beginning of this stage, but they should be quite self-
assured in these areas by the end. During this stage,
children form a basic understanding of numbers.
Encourage such skills by letting them read signs,
make lists, or write prices of objects they buy.
These children understand the value and use of
money. They can begin to plan for their allowances
and are learning to use the money for items they
want. They can think through their actions and
situations. For example, a 7-year-old generally knows
why he or she was late for school.
To enhance learning experiences, center them around
physical activity.
Five- to eight-year-olds have a short interest span: up
to 20 minutes. Don't expect them to spend much more
than 20 minutes alone on any one task or activity.
Children are curious about nature, things, and people
and make collections of all kinds.
Children in early adolescence begin to think
abstractly and can plan for several weeks.
They can insightfully evaluate behavior.
Their attention span and ability to
concentrate increases from 30 minutes to
several hours.
These children are developing a sense of
morals based on what they have learned
from adults. They need to know and
understand "why;" and feel independent and
free to express themselves. They quarrel
less with peers and act cooperatively and
friendly with strangers.
Having moved from concrete to
abstract thinking, adolescents enjoy
cognitive activities. They need to be
allowed to find solutions to their
problems, learn from their mistakes,
test ideas, and form opinions.
However, they still need the support
and guidance of adults.
Intense questioning and uncertainty
Increasing accountability for finances, employment, relationships
Teens test their language skills often using sarcasm.
Arguing skills improve (and are demonstrated often and with great
passion)
Reasoning skills improve
Begins with the ability to apply concepts to specific examples
Learns to use deductive reasoning and make educated guesses
Learns to reason through problems even in the absence of concrete
events or examples
Becomes able to construct hypothetical solutions to a problem and
evaluate which is best
Learns to recognize that current actions can affect the future
Starts to set personal goals (and may reject goals set by others)
Decision-making skills improve
Begins independently to differentiate right from wrong and
develop a conscience
Learns to evaluate the credibility of various sources of information
Becomes able to anticipate the consequences of different options
May challenge the assumptions and solutions presented by adults
Characteristics /
Sorting activities
I-spy
Obstacle courses
Chores
Relay races
Drawing pictures
Cutting with scissors
Are at a period of slow, steady growth.
Learning how to be friends. May have
several "best friends."
Boys and girls may enjoy playing together.
Thinking is concrete.
Easily motivated and eager to try something
new.
Deal with here and now. Attention span is
short.
Naturally curious and want to make sense of
their world.
Sensitive to criticism. Don't accept failure
well.
Have a strong desire for affection and
attention of adults. Are moving from
dependence on parents to dependence on
another adult.
Seek adult approval because not confident
enough yet to set their own standards.
Are quite active with boundless energy.
Like group activity. Group and club memberships are important.
Like to be with members of own sex.
Have interests that often change rapidly, jumping from one thing
to another.
Usually, do best when work is presented in small pieces.
Need guidance from adults to stay at a task to achieve their best
performance.
Admire and imitate older boys and girls.
Easily motivated and eager to try something new.
Do not like to keep records and do not see the value in them.
Like symbols, ceremonies, and songs.
Extremely curious; 9- to 11-year-olds constantly ask “why."
Enjoy cooperation.
Show independence by disobedience, backtalk, and rebelliousness.
Need recognition and praise for doing good work.
Have feelings of competence that enhance self-concept.
Don’t like comparisons with others.
Can direct a single familiar activity.
Have limited decision-making ability.
Concerned about physical development, being liked by friends,
social graces, and proper grooming (even though they don't want
to admit it).Change at different rates, according to highly
individual "clocks." Can be painfully self-conscious and critical.
Are vulnerable to bouts of low self-esteem.
Self-conscious with many needing help to overcome inferiority
complexes.Have intense feelings related to sex. Keen interest in
their bodies, especially sex and sex processes.
Experience emotions that are on a roller coaster ride. Change in
hormones and changes in thinking contribute to the mood
swings.Desire a sense of independence, yet they want and need
their parent's help.They like fan clubs. Many have older or adult
idols.Encourage youth to work with or apprentice to older teens
and adults.Still depend on parental guidelines
Are beginning to question the authority and values of parents.
Peer pressure mounts, first from the same sex, then from the
opposite sex.Interested in activities involving boys and girls.
Interested in sports and active games.Are ready for in-depth,
longer learning experiences.Can take responsibility for planning
and evaluating their work.
Can plan their own social and recreational activities.
May avoid difficult tasks.
Want to get outside of their community to explore.
Getting over the age of fantasy. Begin to think of what they will
do when they grow up, but are often unclear of needs and
values.Gain skills in social relations with peers and adults.
Have high social needs and desires.
Want and need a strong voice in planning their programs.
Need freedom from parental control to make decisions.
Want adult leadership roles.
Quite interested in coeducational activities.
Strong desire for status in the peer group.
Restricting areas of interest; patterns of interest are becoming
more definite.
Reach high levels of abstract thinking and problem-solving. Can
choose purposes, make plans, carry them out, and evaluate the
results.
Have widespread feelings of inferiority and inadequacy.
Begins to know self as an individual. Personal philosophy begins
to emerge.
Are developing community consciousness.
Are developing a growing concern for the well-being and progress
of other individuals and groups.
Need life planning guidance.
Are beginning to think of leaving home for college, employment,
marriage, etc.
Many will leave the community for employment, and many who
go to college will not return to their present communities after
graduation.
Are interested in travel and adventure.
Hattie’s most effective influences on instruction (throughout SS)
Grouping for individual instruction
• Strategy 1: A Clear Focus for the Lesson.
• Strategy 2: Offer Overt Instruction.
• Strategy 3: Get the Students to Engage With the Content.
• Strategy 4: Give Feedback.
• Strategy 5: Multiple Exposures.
• Strategy 6: Have Students Apply Their Knowledge..
• Strategy 7: Get Students Working Together
• Strategy 8: Build Students’ Self-Efficacy
From:
http://www.evidencebasedteaching.org.au/robert-marzano-vs-john-hattie/
https://www.evidencebasedteaching.org.au/

What is Academic Language? (SS1)

Academic language is the oral, visual and written language that students need in order to: understand
(read, listen, think), communicate (listen, speak, write, connect), perform (think, read, write, listen,
speak, create)

Strategies to teach the Vocabulary (SS1)

1. 3.
Repetitive exposure to words Learning vocabulary words before reading
the text
Indirect learning of vocabulary, for
2. example, using vocabulary words in 4. Learning vocabulary in both written text
numerous different contexts and oral speech

Tomlinson’s Strategies for Differentiation (note at least 4) (SS2)

1) content, 2) process, 3) product, and 4) learning environment

Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Small grouping Grouping as a whole

Concept maps Anchor charts

Graphic Organizers

Vin diagram Kwl chart

Advanced Organizers

T- CHARTS CLASSIFY
Similarities / Differences

SUMMARIZING HIGHLIGHTING/UNDERLINE
Summarizing & Notetaking

Cues & Questions Evaluate and create

application

Bloom’s Verbs and Technology Apps (SS9 and SS11)

Create Make new/ original work-compose,develop,synthesis, develop, plan
Youtube, sites, skype
APPS:

Evaluate Stand with your decision- judge,argue,appraise,develop,value

Sheets, conferencing, forms, chrome
APPS:
Make connections- interprect,produce,show,illustrate,employ
Analyze Outlining, sheets, rewworking

APPS:
New info is now used in situations- prepare,produce. Choose,change, predict
Apply Earth, maps, drive

APPS:
Able to explain ideas-classify,identify,infer,rewrite, infer
Comprehension Docs, cardboard, piccollage

APPS:
Recalling facts and the basics- duplicate,list.recall,name,relate
Remember Search, worddle, bookmarks

APPS:
Components of a social emotional learning program (SS12)
• Social and Emotional Learning (SEL)

• Self-awareness

• Self-management

• Decision making

• Relationships

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

Areas where I GLOW….. Areas for me to GROW……

Provides a variety of methods for learning: visual, Is responsive to situations and students’
auditory, and kinesthetic needs
Incorporates technology to facilitate Provides a variety of feedback
instruction

Create a welcoming space (CBM3)

1. Name on my door and standing in the hallway

2. Numbered desks with 1-25 in a hat/jar students draw their number to sit
3. Rules posted on the wall and copy for students
4. Course schedule given and daily’s written on the board
5. Graded on 0-4 but explain grades are secondary
6. Posters that I find engaging and want, plus an about me PowerPoint on first day
7. Create consistency to show I care

Lemov’s techniques to “Teach like a Champion” (CBM4)

Technique One: No Opt Out

Technique 11: Draw the Map

Technique 20: Exit Ticket

Technique 25: Wait Time

Technique 28: Entry Routine

 Technique 41: Threshold

Technique 47: Emotional Constancy

Four Questions to redirect behavior (CBM7)

1. 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?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

Areas where I GLOW….. Areas for me to GROW……

Displays consistency with rules and consequences Maintains a clean and orderly classroom

Maintains up to date seating chart

Provides instruction bell to bell

Categories of Disabilities in SPED (E4)

Characteristics
Autism A developmental disability that significantly affects
verbal and nonverbal communication and social
interaction, generally evident before age three, which
adversely affects a child’s educational performance.
A student who falls into this eligibility
category has any combination of vision and
Deaf/Blindness hearing loss, though not necessarily complete
deafness and/or complete blindness. A
wide range of cognitive and developmental
abilities
May also have difficulty with speech, reading,
Deafness and writing skillsMay use speech, lip-reading,
hearing aids, and/or another amplification
system. American Sign Language (ASL) may
be their first language and English may be
their second
Emotional Disturbance Hyperactivity,Aggression or self-injurious
behavior,Withdrawal, immaturity,
Impact on Classroom
Fidget, rock, flap, stimulate, echo or mimic phrases. Run or
fight in stressful situations. Lack reciprocal communication
skills or be nonverbal. Perseverate on a topic. Struggle to
attend to a task or appear to not be paying attention
Require Information to be introduced deliberately and
systematically. Utilize the service of a specialized Support
Service Provider (SSP).
Need special seating, being in view of the teacher. Need written
supplements to oral instruction like visual aids/cues. Require eye
contact prior to speaking. Have difficulties with social/emotional or
interpersonal skills. some form of articulation difficulty. Become
frustrated and may have behavioral concerns. Use hearing
devices, which DO NOT return hearing to normal
Exhibit inappropriate behavior under ordinary
circumstances.Not be able to maintain relationshipsDisplay
inappropriate manifestation of physical symptoms or fears
in response to school or personal difficulties.
• Hearing Impairment
▪ Characteristics

• Articulation difficulties and language delays

• Easily frustrated

• Difficulty with oral expression

• Difficulty with social/emotional skills

• Impact on Classroom
• A student with a hearing impairment may
• Wear hearing aids or FM systems

• Read lips or use ASL

• Need a quiet environment with many visuals to be successful

• Need a slower rate of speech and clear enunciation

• Intellectual Disability
▪ Characteristics

• Struggle with overall academics

• Struggle with attention, memory

• Struggle to make generalizations

• Trouble interacting socially

• Impact on Classroom

• A student with an intellectual disability may

• Not be working on grade level materials

• Not understand social norms

• Struggle with problem-solving across all areas (academic as well as functional living skills).

• Multiple Disabilities
• Characteristics
• Hampered speech and communication skills

• Challenges with mobility

• Need assistance with everyday tasks

• Usually has medical needs

• Impact on Classroom
• A student with multiple disabilities may
• Require multiple services
• Use alternate communication methods

• Require alternate curriculum materials.

• Orthopedic Impairment
• Characteristics

• It is difficult or perhaps impossible to generalize the characteristics of a student who qualifies under OI. For example,
a child with spinal cord injury could have immobility limited to one side of his or her body, just the arms or legs, or total
paralysis. A child with cerebral palsy may have movement but need a wheelchair since walking may be difficult.

• Impact on Classroom
• A student with an orthopedic impairment may
• Have no cognitive concerns

• Be integrated into the general education setting all the time

• Use assistive technology.

• Other Health Impairment

• Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in
limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma,
attention deficit disorder, or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead
poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome and adversely affects a child’s
educational performance.
• *15% of the special ed population in 2016 -17

• Specific Learning Disability

• Characteristics
• May Impact
• Reading

• Writing

• Oral Language

• Math

• Study Skills

• Impact on Classroom
• A student that has a specific learning disability may demonstrate
• Slower reading rate

• Frequent spelling errors

• Difficulty copying

• Difficulty memorizing basic facts

• Difficulty describing events

• Difficulty interpreting subtle messages.

• Speech or Language Impairment
• Characteristics
• Articulation disorder

• Abnormal voice

• Fluency disorder

• Language disorder

• Impact on Classroom

• Tend to emerge at a young age

• Have difficulties with comprehension

• Have difficulties being understood

• Have difficulty expressing needs, ideas, or information

• Struggle with social interactions

• Work closely with a speech/language pathologist to support the student.

• Traumatic Brain Injury

• Characteristics
• Memory and attention concerns

• Social skill concerns

• Emotional regulation concerns

• Speech and language concerns

• Physical concerns

• Impact on Classroom
• Struggle to process visual information

• Struggle to follow multi-step directions

• Struggle to communicate

• Have difficulty with grade-level work

• Struggle with logic, problem-solving, and reasoning skills.

• Visual Impairment Inc Blindness

• Characteristics
• Spatial positioning

• Short attention span

• Sensitivity to bright light

• Poor eye and hand coordination or clumsiness

• ARD Timeline Activity (E5)

-ev
#1initial referral

#2 CONSENT FOR INITIAL

EVALUATION
Within 60
Calendar
Days
#3 FULL INDIVIDUAL EVALUATION

Within
#4 NOTICE OF ARD
30
Calendar
Days

#5 ARD

3
Years
1
Year

#6 YEARLY ARD

#7 Re-evaluation

Terms to be assigned in the timeline:

Initial Referral (IR), Initial ARD,
#8 dismissal Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
Re- evaluation,
Notice/Consent for initial Evaluation
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition

Adapt the number of items that the learner is
expected to learn or the number of activities
students will complete prior to assessment for
mastery.
Increase the amount of personal assistance to keep the student on
Adapt the time allotted and allowed for task, to reinforce or prompt the use of specific skills. Enhance
learning, task completion, or testing. adult-student relationships; use physical space and environmental
structure.

Example Example Example

For learning about lab safety student Student will be given extra time I will be more available while walking
will not be subject to all equipment before/after class and during time they through the room and make it a point to stop
at once. Gradual intro. can fit. and help even it appears they understand.

Input Difficulty Output

Definition Definition Definition

Adapt the way instruction Adapt the skill level, problem type, or Adapt how the student can
the rules on how the learner may
is delivered to the learner. approach the work.
respond to instruction.

Example Example Example

Instruction can be given orally Modify quiz and questions to the Change how they interact with the
and written. For this lesson a individual. equipment.
video is also provided.

Participation Notes:
Definition Alternate Goals

Adapt the extent to which a learner is Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with
actively involved in the task. moderate to severe disabilities.

Example: Substitute Curriculum Sometimes called “functional curriculum”

Change the amount of group work
based on mental and anxiety ie not
call on a student without telling Provide different instruction and materials to meet a learner’s individual goals. When routinely
utilized, this is only for students with moderate to severe disabilities.
before hand

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Speech Communication
1. Visual
(SP7CPE) 4.

2. Listening/Hearing 5.
Reading

3. Writing 6.
Organization and Memory
Venn Diagram of 504 and IDEA (E9)

A,C,E,F,J,P D,G,H,I,K,L,

Use the letters below and type them in the appropriate box above.

A) Requires written consent.

B) Must provide impartial hearings for parents who disagree with the identification, evaluation, or
placement of the student.
C) Enforced by U.S. Department of Education, Office of Special Education.
D) Requires that parents have an opportunity to participate and be represented by legal counsel –
other details are left to the discretion of the school.
E) An impartial appointee selects a hearing officer.
F) Describes specific procedures.
G) A hearing officer is usually appointed by the school.
H) No "stay-put" provisions.
I) Does not require that parents are notified prior to the student's change of placement, but they still
must be notified.
J) Provides "stay-put" provision (the student's current IEP and placement continues to be
implemented until all proceedings are resolved.
K) Enforced by U.S. Department of Education, Office of Civil Rights
L) Does not require parental consent.
P) Parents must receive ten days' notice prior to any change in placement.
Suggestions for working with Students in Poverty (E12)

Take time to explain the rationale for rules and procedures

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

Guthrie and Humenick Strategies to increase reading motivation (R4)

1.
1. Provide content goals for reading

2. Support student autonomy

2.
3. Provide interesting texts
3. 4. Increase social interactions among students related to reading.

4.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

Comprehension These are used at the end of class to make sure the A written response to a question
1. Exit-tickets student has an understanding of the days lesson and posed from the teacher about
what is expected to know. Students write about a reflecting on the days topic
question posed about the what was discovered today.

It is used throughout the day, you look at a

Vocabulary A poster of vocabulary words that
2. wall of words that are accompanied bey
Word walls have guides as to meanings at a
descriptions and images to help enforce
quick glance
their definition.

Writing It is used for making summaries at the end of the day Writing of the students own accord
and to check for understanding on material.
3. Descriptive writing on the newly learned material
 Echevarria et al.’s -Making content comprehensible for ELL students (R9)
1. Prepare the lesson
Identify the language demands of the content
2. Build background
Embrace multimedia this will bring back information previously seen/heard about a topic
3. Make verbal communication understandable
Be highly selective about which words to teach Blachowicz & Fisher, 2000
4. Learning strategies
Use multiple venues to teach , use oral with media and mix to get information understood Kamil 2004
5. Opportunities for interaction
In my class we utilize partners and small groupings to help ELL the best
6. Practice and application
Teach real world uses
7. Lesson delivery
Keep it short let students teach their group first
8. Review and assess
Give meaningful and quick feedback

Reflections on the Reading STAAR (TL4)

1.
Eric’s actions at the end of the story are significant because they reveal that he… This question
can be missed because the students read too fast, and skip over information leaving them with a
snap shot and not the whole picture.
What is the meaning of wistfully in paragraph 12? This question is very telling if students have
connected what context clues are. This skill is very important as clues only help you as you
2. academically advance. This skill not only is important in reading but listening as well. If the is
question is missed, I would have a reinforcement lesson soon on this skill.

Which of the following best describes Eric’s main conflict in the story? This question utilizes
complete idea understanding. Once again if a student is just skimming or trying to get through
3. fast, they will miss the main ideas of the story. This is a good question because it offers reflection
and understanding of the passage. This will teach students to take their time to read and reread
if necessary.
Reflections on the Math STAAR (TL4)
1.
Which statement about the data is true? The correct answer is 7 and 11. I can see that a student
would have the range listed as the highest and lowest number which would make it wrong. The
think on the quiz was to determine the range and quadrangle, which can be confusing but
knowing that the average is below 17, the correct choice was given. I can see how this would
cause a confusion for students.
2. A carpenter charges $720 for 18 hours of work. She charges the same amount of money for each hour of work. Which table
shows the relationship between the amount of time the carpenter works and the amount of money she charges? The correct
answer is table A. From a student view I was looking for which table has an increase that is the same per hour, and reading the
tables wrong will be a factor in comprehension. A teachers view on it can be seen that one table shows the steady amount of
40$ per hour even though the increments are of 2hrs. this will be tricky for students to locate how much per hour, and cam lead
to errors in getting it wrong.

3.
An engine is operating at 25% of its full power. Which number line shows a point that represents
25%? A student’s view would be looking through the choices with 10 ticks being from 0-1. This
idea can cause the reader to pick the wrong choice. As a teacher we need to teach to look at the
whole because the answer only has 8 ticks but ¼ is where the dot is indicating 25%.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher Grades
Unit Test scores Benchmark
9 wks 1 grading Period Standards Percent Absences
average Grade
Average

Unit 1 8.2 76 75 62 0
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0
Unit 3b 8.5 68 71 55 4
Average Percent 80.5 80.75 71.75
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.2 32.3 21.5

Final Percent 78
C10 + D10 +
Final Letter Grade C+ E10
Three professional goals for my classroom (TL8)
1. I will be able to utilize data and observations to better align my teaching/lessons with real time help and feedback on
science 6th grade systems.

2. I will be able to advance my abilities to help with ELL students to make their experience one of learning in every
class regardless of the language barrier on science terms.

3. I will be able to develop lesson plans including formative and informative assignments that will be engaging and able
to measure the knowledge of students accurately.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:

1. What research-based strategies will you see in my classroom?

We will be using alloy of indirect vocabulary learning. We will also be hearing and
learning material in multiple forms not limiting it to type of way of learning.

2. What technology will you see in my classroom?

We will have googleclassroom, maps, earth, PowerPoint, and basic research websites

3. What are the important elements of lesson planning that need to be incorporated for
student success?

I believe the most important elements in lesson planning is making it relatable and
having accommodations layered out beforehand. It is also important to keep to a
schedule.

4. In classroom behavior management, you learned about rules, procedures, routines, and
organization. What are the non-negotiables for my classroom?

Non-negotiables are being present in your seat, working on your warm-up, and when I
give a signal following what is to be done ie quiet, partner-up, line-up ect. Once there is
push back the decisions become mine for groups.

5. In my classroom, how can I assure that all students have an equal opportunity to master
learning? I ensure all students have an equal opportunity of learning by being
accommodating and making lesson plans using various modes of teaching instead of the
same one over and over.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

Areas where I GLOW….. Areas for me to GROW……

Maintains a positive attitude in difficult Is prepared for emergencies in the
situations classroom

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…

Areas where I GLOW….. Areas for me to GROW……

Providing re-teach opportunities after each Collecting, reviewing, and analyzing student
skill data

NOTES: The Effective Teacher engages in dialogue with students, colleagues, parents, and
administrators, consistently demonstrating respect, accessibility, and expertise. The Effective Teacher
believes that all students can be successful in the classroom.

Effective Teachers know how each student is progressing in their class. They use a variety of
assessments to demonstrate mastery of the skill and are able to communicate professionally with the
student, parents and other professionals about student strengths and weaknesses.

CITATIONS
Bennet, Nneka. (2018) retrieved from: https://www.kickboardforschools.com/classroom-behavior-
management/10-behavior-management-ideas-tips-for-your-classroom/

Boyd,Victoria. (2021) retrieved from: https://sedl.org/change/issues/issues44.html

Dean, Mary.(2019) retrieved from: https://www.classcraft.com/blog/effective-teaching-strategies-for-every-

classroom/

Fulton, Jenny. (2019) retrieved from: https://www.classcraft.com/blog/curriculum-planning-tips/

Killen, Sean. (2017) retrieved from: http://www.evidencebasedteaching.org.au/robert-marzano-vs-john-

hattie/evidencebasedteaching.org.au/

Libberman, Ann. (2005) retrieved from: https://files.eric.ed.gov/fulltext/EJ683740.pdf

Mann, B. 2014. Equity and equality are not equal. edtrust.org.

Organization for Economic Co-operation and Development (OECD). 2008. Ten steps to equity in
education. https://www.oecd.org/education/school/39989494.pdf

McEwan, E.K., 40 Ways to Support Struggling Readers in Content Classrooms. Grades 6-12, pp.1-6, copyright
2007 by Corwin Press. Reprinted by permission of Corwin Press, Inc.

Thompson, Julia. (2018).(CTE1)

CTE Information The First–Year's
THISTeacher SurvivalISGuide.
SECTION ONLY SanREQUIRED
Francisco: Jossey-Bass.
FOR
CANDIDATES THAT ARE IN A CTE PLACEMENT
A. List 14 approved CTE Programs of Study (also known as Career Clusters) from the TEA CTE page.
B. List a CTSO for each Career Cluster from the Texas CTE page.

1. A. 2. A. 3. A.

B. B. B.

4. A. 5. A. 6. A.

B. B. B.

7. A. 8. A. 9. A.

B. B. B.

10. A. 11. A. 12. A.

B. B. B.

13. A. 14. A.

B. B.

15. Who is the state contact for your specific career cluster? Include career cluster, Name and email:

16. List at least three Industry based certifications that students could achieve in your specific career
cluster.

17. While on the Texas CTE website, in the Career Cluster pages for your specific cluster, list at least
three resources that are housed here for teachers.