GO TOs

Core Values (TIU3)

Motivation Dedication

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

Style: Behaviorism Style: Constructivists

Style: Cognitive Learning
Theory

ex. ex. ex.

Bonus points Real-World examples Case Studies

ex. ex. ex.

Verbal Reinforcement Problem-Solving Brain Storming

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Reflection

2. 5. 8.
Rigor Routing Re-Exposing
3. 6. Re-Teaching 9.
Relevance Rehearsing

Teach the Vocabulary (SS1)

1. Word Walls 3. Wheel of fortune

2. 4.
Word Games Password

Strategies for Differentiation (SS2)

1. Tiered Instruction 3. Flexible Grouping

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

Example 1 Example 2

Cooperative Grouping Letting many students answer the Assigning students who can all
same question with own response. work together to solve problems

Graphic Organizers
Visualize posters made
Advanced Organizers
Writing an agenda for class
Similarities / Differences
Read question and get diff answers
Summarizing & Notetaking
Lets students take notes they
understand
Cues & Questions
Let students ask questions
Being hands on and having a visual
diagram of directions.
Writing questions to be answered
from readings the students need to
know
Read info and take notes differently
Let students read and ask to
summarize to get diff responses
Make cues to interpret through
lesson

Blooms Verbs (SS8 and SS9)

Create Storytelling, video editing, presenting, designing, podcasting, animating

APPS:

Evaluate Moderating, conferencing, networking, posting, collaborating, critiquing

APPS:

Analyze Outlining, structuring, organizing, surveying, reworking, mashing

APPS:

Apply Interviewing, simulating, demonstrating, showcasing, editing, illistrating

APPS:

Comprehension Organizing, annotating, explaining, blogging, subscribing, labeling

APPS:
Recalling, listing, curating, describing, mind mapping, searching
Remember

APPS:
 Four Questions to redirect behavior (CBM5)

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?

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition: Adapt the number of items the Definition Definition
learner is expected to learn.
Adapt the time allotted and allowed for learning, task Increase the amount of personal assistance to keep the
completion, or testing. student on task, to reinforce or prompt the use of specific
Example skills. Enhance adult-student relationships; use physical
space and environmental structure.

Around the world is a simple game with not many
rules so make sure rules are explained and correct
shooting form is learned
Example Example
Make sure we separate timing in learning hot to play the Walk around the class and see what the students needs
game, correct shooting technique, correct spots on floor. help with and show them correct techniques or
instructions if needed

Input Difficulty Output

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

Example Example Example

Seeing if the kids are understanding and if not
change techniques so you can match how they Try and make the game rules and learning as simple and
will best learn material needed possible and break it down to basics Seeing how a students reacts to demonstrating techniques
and changing instruction if needed

Participation Notes:
Definition: Adapt the extent to
which a learner is actively
involved

Example: Have students hold the

globe, while others point out
locations. Ask 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 printed materials. School may be
1. the only place where they are exposed to print media.
Be careful about the school supplies you expect students to purchase. Keep
your requirements as simple as you can for all students.
4.

2. Keep your expectations for poor students high. Poverty does not 5. Arrange a bank of shared supplies for your students to borrow when they
mean ignorance. are temporarily out of materials for class .
3. Don’t make comments about your students’ clothes or belongings unless 6. Do not require costly activities. For example, if you require students to pay
they are in violation of the dress code.
for a field trip, some of them will not be able to go .

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Comprehension/First Lines Beginning of Unit/asking students to Asking students previous

explain at they know knowledge

2. Phonological Awareness/ During Unit/ Giving words and letting Using word games so students can
Concept of Word Games students pick what the meaning of words match words to meaning
are for activities
3. After Activity/ Using posters on wall and Making sure the students
Vocabulary/ Word Walls say a word and student must run to right understand and can match to the
term right wall of information

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

Having outline of unit prepared , Highlight key concepts prior, Having visual aids for lesson prepared
2. Build background
Having students share words with class that help them learn, Content word walls, Context key vocab with unit activities
3. Make verbal communication understandable
Use speech appropriate for students, Explain in step by step manner, Using a variety of techniques that are adaptable to all

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

Lecture in front of class/groups, Drill and practice of activities of unit, Observing and helping hands on if needed
5. Opportunities for interaction
Encouraging elaborate responses, letting students get in groups when possible, being hands on with unit activities
6. Practice and application
Hands on practice, letting students practice as often as possible, playing game for content review
7. Lesson delivery
Content objectives to be clearly stated and supported, Making sure students stay engaged in lesson, Speaking clearly with basic words to
understand
8. Review and assess
Reviewing key concepts, letting students participate in competitions, Having periodic reviews of knowledge of activity
 6 Elements to incorporate into classroom:
1. Poster about me and my education

2. Calendar of events

3. Inspirational Posters on walls

4. Corner that is made to feel at home to read or have quiet time

5. Desks that have names on them for attendance

6. Welcoming note on board everyday for students

Qualities of effective educators:

Maintains daily routines and procedures Displays student work/projects

Maintains a clean and orderly classroom Establishes smooth transitions between activities

Displays consistency with rules and consequences Maintains an up-to-date seating chart

Has make-up work ready for absentees Provides instruction bell to bell

Sets clear, firm behavioral expectations Has materials for substitutes readily available

Glows: sets clear, firm, behavioral expectations, provides instructions bell to bell
Grows: Has make up work, smooth transitions between activities

Special Populations: 6 different types of assistive technology that can be used in classroom
1. Tablets
2.Special colored keyboards
3. Wheelchairs, scooters
4. Cognitive Aids
5. Physical Modifications like lowering basketball hoops if needed
6. Screen enlargement capability
Guthrie and Humenick (2004) identified four critical instructional features that can improve
students' motivation to read:
1.Provide content goals for reading
2.Support student autonomy
3.Provide interesting texts
4.Increase social interactions among students related to reading.

Critical Practice Thinking

When I took the 6th grade math testing I missed most on fractions! Fractions and math in general
is not my strong subject so I can understand how a student can miss these. Math can be very
confusing and if you don’t take the time to understand the problem and solve it then you will get it
wrong. Students at school age have little patience and math and reading are the 2 subjects that
require plenty of it. I can see students having a hard time trying to sit still for hours working on
numbers and different solutions given. I can see students having a hard time with negative and
positive numbers and plugging them into an equation and doing algebra. Reading is another test
which requires a lot of patience and trying to comprehend what you read to answer questions.
Reading to fast or skimming the paragraphs for readings can hurt you in the long run. You may be
able to solve a question or 2 but having to summarize in one sentence is a lot harder to do by not
taking the time and reading every word written.

You will find that this may be the basis for conversation when you go on an interview. Be comfortable and
confident in what your vision is for your classroom.

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

A research strategy is a must when teaching and the most important one to me is a review before each unit and
class what the goal and objective to today's activity while be and what I am expecting. Guided practice is another
research based strategy I would use in my classroom daily. Having to show kids what is expected or how to do the
activity in PE is a must. Once students practice a new skill they will need guided instruction to make sure the
mastery level is what we are aiming for.

2.What technology will you see in my classroom?

Physical Education does not need a lot of technology besides possibly a scoreboard, TV, and possibly a projector.
PE involves hands on skills and equipment like balls, basketball court, track, etc. The technology that I have will
be used to keep time and score in competitions or learning by videos on certain aerobic exercises.

3.What are the important elements of lesson planning that need to be incorporated for student success?
Having to plan ahead what you are going to teach is important. Planning ahead and getting equipment looked over
and checked out for safety is a must. Also, planning lessons that can set the student up to not fail and to challenge
them into participation and trying to improve physical fitness.

4.In classroom behavior management, you learned about rules, procedures, routines, and organization. What
are the non-negotiable s for my classroom?
 I will not tolerate disrespect in my classroom, bullying, or inappropriate behavior. When you walk in the gym I
expect you to go put your belongings up, get dressed out, and be in roll call order for attendance.

5.In my classroom, how can I assure that all students have an equal opportunity to master learning?
I will make sure to always keep students learning new physical fitness skills along with having a respectful
classroom. I will teach every lesson with the upmost respect for my students and know that my class is a learning
and growing place where my students must ask questions and practice skills to pass the class. I will show
instruction to any student that is needing it or request for assistance.