GO TOs

Core Values (TIU3)

Understanding. Teamwork.

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

Style: Tactile and Kinteic Style: Auditory Style: Visual

ex. ex. ex.

Spelling with arms. Group discussions Student drawing on
whiteboard
ex. ex. ex.
Acting out parts to a story. Videos, and audiotapes. Doodling examples of topics

Activate the Brain – The R’s (TIU7)

1. Relationships 4. Retrieval 7. Re-Exposing

2. Rigor 5. Routing 8.
Rehearsing

3. 6. 9.
Relevance Retaining Recognizing

Teach the Vocabulary (SS1)

1. Password game, Frayer Model 3. Word Games

2. 4.
Wheel of fortune Word Wall

Strategies for Differentiation (SS2)

1. Take a break every 15 mins to discuss or ask 3. Tiered instruction

questions.

2. Flexible grouping 4.
Anchoring activities, compacting the curriculum
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 Think, Pair, share Jigsaw

Graphic Organizers
Anchor Chart Fishbone Graphic organizer

Advanced Organizers
Venn Diagram KWL Chart

Similarities / Differences
Classifying and comparing Analogies/ Metaphors

Summarizing & Notetaking

Cornell Notetaking Graffiti and 3-2-1 summaries

Cues & Questions

One Question, One comment, Last word 1-minute papers

Blooms Verbs (SS8 and SS9)

Create YouTube and Anchor Podcasting

APPS:

Evaluate YouTube
and Blackboard. As I have the most experience with those.

APPS:

Wufoo by Survey Monkey, Simple Mind: Mind Mapping

Analyze

APPS:
Google Earth, Flashcard Machine, Paper Helper
Apply

APPS:
Voice Thread, Google Scholar
Comprehension

APPS:
Google, Google Docs, iTunes U
Remember

APPS:
Four Questions to redirect behavior (CBM5)
1. What are you doing?
2.
What are you supposed to be doing?
3.
Were you doing that?
4.
What could have been done differently there?
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
assessment for mastery.
Example
Reduction of vocabulary words
needed. Differentiated
instruction.
Input
Definition
Adapt the way instruction is
delivered to the learner.
Example
For a blind or sight compromised
student, use larger font, and a
reading screen magnifier.
Participation
Definition
Adapt the extent to which a
learner is actively involved in the
task.
Example
Have the student use the board
map to point out locations called
to him by his/her classmates
pertaining to SW borderlands.
Time Level of Support
Definition Definition
Increase the amount of personal
Adapt the time allotted and allowed assistance to keep the student on task,
for learning, task completion, or to reinforce or prompt specific use of
testing. skills.
Example Example
Allow struggling students more time to
Small group focus, and one on one
complete assignment. Increase or
instruction to cover their deficits.
decrease of pace of curriculum.
Difficulty Output
Definition Definition
Adapt the skill level, problem type, or Adapt how the student can respond to
the rules on how the learner may instruction.
approach the work.
Example Example
Pass/ No Pass grading, rewording of Have the student use a communication
questions to simpler language. book in order to best get across their
answer.
Notes:
Alternate Goals:
Adapt the goals or outcome expectations while using the same materials. When
routinely utilized, this is only for students with moderate to severe disabilities.
EX) Have the student point out locations of Native and Hispanic populations, and the
interactions between.
Substitute curriculum:
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.
EX) Instead of working on Mexican American history, TLW work on learning to
groom themselves at pre-arranged grooming stations.
Suggestions for working with Students in Poverty (E12)

1. Setting a tone of high expectations, let the student’s set 4. Be careful of school supplies students are expected
goals. Poverty does not mean ignorance. to purchase. Keep requirements simple.

2. Provide access to computers, magazines, newspapers, and 5. Do not require costly activities.
books so that low-income students have access to printed
materials.
3. 6.
Don’t make comments about your student’s attire or Build relationships with the students and their
belongings unless it is in violation of the dress code. families.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Identifying Similarities and Use it when teaching a unit on simple and The ability to break concept into
differences compound interest. Use a T chart. similar and dissimilar
characteristics.
2.
Cooperative Learning Use it in small group. Students will tell each The ability to explain the concept
other what they know to others.
3. Advance organizers T- charts. Use it when comparing and The ability to create visual images
contrasting material. correlating to the words.

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

Hook activity, direct instruction, guided practice , group work, individual work.
2. Build background
Recall, real world application, video
3. Make verbal communication understandable
Speak as clearly as possible , emphasize key words, lower speed reading.

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

T charts, tables, Highlights, label, underline
5. Opportunities for interaction
Pair and share, 3-4 small group, cold calling
6. Practice and application
Individual work, homework, talk to professionals in the field
7. Lesson delivery
I do, We do, You do.

8. Review and assess

Exit pass, 3-2-1, cold calling