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  1. 1. Quality Programming Indicators of Academic and Effective Education<br />By: Tanya Melby<br />SPED 478<br />Ann Goldade<br />
  2. 2. Motivating Students who DON’T CARE!!!!<br />What I feel can motivate students to learn..<br />Instructor&apos;s enthusiasm  <br />Relevance of the material <br />Organization of the course <br />Appropriate difficulty level of the material <br />Active involvement of students <br />Variety <br />Rapport between teacher and students <br />Use of appropriate, concrete, and understandable examples <br />
  3. 3. Being Successful At motivating Difficult Youth<br />I BELIEVE…<br />All students are capable of learning when they have the academic and personal tools to be successful.<br />Students are inherently motivated to learn but learn to be unmotivated when they repeatedly fail.<br />Learning requires risk taking, so classrooms need to be safe places physically and psychologically.<br />All students have basic needs to belong, to be competent, and to influence what happens to them. Motivation to learn most often occurs when these basic needs are met.<br />High self-esteem should not be a goal, but rather a result that comes with the mastery of challenging tasks. <br />High motivation for learning in school most often occurs when adults treat students with respect and dignity. <br />
  4. 4. As an educator, I Will use Five Key Processes for Guidance<br />Emphasizing effort<br />Creating hope<br />Respecting power<br />Building relationships<br />Expressing enthusiasm<br /> I feel that all five of these are very important to use to reinforce students!<br />
  5. 5. The Three Tiers of RTI<br />Tier 1 – All students! Universal: Adherence to a research-based core curriculum in general education. Benchmark assessment at least three times/year.<br />Tier 2 – 15% of students! Targeted: Small-group (three to five students) interventions delivered as park of general education.At least monthly progress monitoring.<br />Tier 3 – 5% of students! Intensive: Individualized interventions based on problem-solving models. (this could include special education services) At least weekly progress monitoring and frequent informal classroom-based assessments. <br />
  6. 6. My favorite remedial math strategies<br />“Problem Solving Plan in 4 Steps”<br />1. Clues: <br />Read the problem carefully. <br />Underline clue words. <br />Ask yourself if you&apos;ve seen a problem similar to this one. If so, what is similar about it? <br />What did you need to do? <br />What facts are you given? <br />What do you need to find out? <br />2. Game Plan: <br />Define your game plan. <br />Have you seen a problem like this before?<br />Identify what you did. <br />Define your strategies to solve this problem. <br />Try out your strategies. (Using formulas, simplifying, use sketches, guess and check, look for a pattern, etc.) <br />If your strategy doesn&apos;t work, it may lead you to an &apos;aha&apos; moment and to a strategy that does work. <br />3. Solve: Use your strategies to solve the problem<br />4. Reflect: This part is critical. Look over your solution.<br />Does it seem probable? <br />Did you answer the question? <br />Are you sure? <br />Did you answer using the language in the question? <br />Same units? <br />
  7. 7. Why I like this strategy!!<br />I like the strategy “Problem Solving Plan in 4 steps” because I think that even though it looks like a lot to learn, after realizing these steps and using them, the student will really benefit. I feel that when teaching students this strategy, you do not need to give them this list to overwhelm them, yet you could teach them each step.<br />1: Look for clues<br />2: Make a game plan<br />3: Solve the problem<br />4: Reflect and see if what you did makes sense <br /> I think that students will appreciate knowing this strategy. <br />
  8. 8. My favorite remedial math strategies continued..<br />“Clue Words” <br />Before deciding how you are going to solve a problem, look for clues! If you know “clue” words to look for, these clue words can help indicate an operation. <br />Example:<br />Clue words for…<br />Addition: sum, total, in all, perimeter<br />Subtraction: difference, how much more, exceed<br />Multiplication: product, total, area, times<br />Division: share, distribute, average<br />
  9. 9. Why I think this strategy is great!!<br />I like this strategy a lot because I feel that students of all ages can get confused what the questions is asking. So, if students have these clue words in their memory, and know that when they see 4 + 4 and identify that the symbol + means add, they can find the word “total” in their memory and understand that the question is asking for 4 plus 4. I feel that students need to sit back and think about the problem before they start so they do not mix up signs and also to make sure they are aware of what the problem is asking them to do. <br />
  10. 10. My favorite remedial math strategies continued..<br />“Warm up Activities”<br />Begin a lesson by having your students complete several problems that cover concepts that they have already learned The use of quick warm-up activities can help a great deal with students who may need interventions. If you use warm-up activities to review what the student already knows and to gauge student mastery. <br />Example warm-up activity!<br />For a unit on solving systems of linear inequalities, ask students to solve several inequalities as a warm-up activity. Then, have the students graph a couple inequalities. <br />
  11. 11. Why I love this Strategy!!<br />Using this strategy will be great to get students minds on the right track and get in “math mode”.<br />This technique will also give you time to circulate among your students and have quiet one-on-one conversations. These discussions can be used as valuable informal assessment opportunities.<br />I think students will benefit a lot from the extra practice they will get and also enjoy the time to do problems they have mastered.<br />
  12. 12. My favorite remedial reading strategies<br />“Story Pyramids”<br />1. _________<br />2. _____________<br />3. _________________<br />4. _____________________<br />5. _________________________<br />6. _____________________________<br />7. _________________________________<br />8. _____________________________________<br />Have the students fill in the pyramid with these questions: <br />write the name of the main character <br />two words describing the main character <br />three words describing the setting <br />four words stating the story problem <br />five words describing one event in the story <br />six words describing a second event s<br />even words describing a third event <br />eight words describing the solution to the problem <br />
  13. 13. Why I think this is a really cool strategy<br />“Story Pyramids”<br />The more the students work with this activity, the easier it will become. Have the students write a sentence for each line using the number of spaces as the amount of words for each sentence. Then they can write a sentence for each space for each line. <br />Tying It All Together:<br />Use this pyramid as an outline for a summary of the story.<br />I think that students will benefit from this because they will really think about what the story is about. This activity will help students reading comprehension immensely. <br />
  14. 14. My favorite remedial reading strategies continued..<br />Story Map!<br />
  15. 15. Why I think this would really help Readers!<br />I like the strategy of having kids fill out story maps because I think that students will benefit from thinking about what is happening in the story. This will help students better understand the material. Students of all ages have a tough time comprehending what they are reading so filling out a story map will help them to comprehend more. <br />
  16. 16. My favorite remedial reading strategies continued..<br />“Predicting”<br />Have students predict what the story is about by using titles, pictures, or key words. <br />Have the students make predictions, before as well as during the time they are reading.<br />After the student reads the text, they make comparisons to what they predicted and what they read. <br />
  17. 17. Why I like this strategy!<br />I think this strategy is great because students will learn that making predictions activates students&apos; prior knowledge about the text and helps them make connections between new information and what they already know. By making predictions about the text before, during, and after reading, students use what they already know, as well as what they think might happen, to make connections to the text.<br />I also think that students will learn that their predictions at the beginning will likely not be exactly right, so this will show them that they cannot “judge the book by it’s cover”. <br />
  18. 18. My Favorite Compensatory Strategies for Math!<br />Compensatory tools for math<br />Visual assistance<br />Physical manipulatives (tangram set, die, blocks, clock, etc.)<br />Calculator<br />Study guides for exams<br />Take the exam in separate room to have less distractions<br />Para to read the test aloud to student<br />Daily take home activities to assist in learning<br />
  19. 19. Why I think Math compensatory tools are super cool!!<br />I think that allowing students to use these tools is great because they student will benefit from them. I especially think that students will learn a lot by using physical manipulatives. A lot of special needs students have a hard time visualizing what the problem is asking so as an example, using a set of tangram pieces to find out the area of a square can really help!<br />
  20. 20. My Favorite Compensatory Strategies for Reading!<br />Compensatory tools for reading<br />Audio assistance (the student could get books on tape to take home)<br />Reading assistance (a student could receive help from a Paraprofessional by reading directions, etc. for everyday activities)<br />Daily take-home activities to assist in learning<br />Magnifying rulers to make the words on each line bigger<br />A regular ruler to only concentrate on the line they are reading<br />
  21. 21. Why I think Reading compensatory tools are Awesome!!<br />Any tools that can help a student learn are wonderful! I feel that students receiving assistance is great and will help them to enjoy reading and learning in general. Students who have a hard time reading may struggle in all academic subjects, so use these tools to help them out! I think that extra activities to give the students can really help out as well. If we as educators make up fun learning games that go along with the lesson that we are learning in class, the struggling student will pick up on it faster.<br />
  22. 22. My Favorite Compensatory Strategies for Study Skills!<br />Monthly Planners<br />“Organization buddies” to help check over peers backpack to see if they have what they need.<br />Color coordinated folders/worksheets<br />Verbal reminders from teachers<br />Letters sent home to parents so they remind students of important things<br />Folder tabs that can separate homework, tests, and notes<br /> Teach students study skills<br />“Study buddies”<br />
  23. 23. My Favorite Compensatory Strategies for enhancing social skills!<br />4P’s (practice, praise, point out, prompt)<br />Anger management<br />Let students practice in various situations<br />Read or tell an incomplete story that involves social judgments and have students complete the story and discuss the consequences.<br />Pair in need student with peer that displays age appropriate social skills<br />Teach students how to make and keep friends<br />
  24. 24. Works Cited<br />Gillet, Jean (2008). Understanding Reading Problems. Pearson Education, Inc.<br />Mendler, Allen (2000). Motivating Students Who Don&apos;t Care. Bloomington, IN: Solution Tree.<br />(2008). Intervention Strategies. Retrieved July 12, 2009, from Teaching Today Web site:<br />(2009). Reading Strategies for Struggling Readers. Retrieved July 12, 2009, Web site:<br />(2009). Teaching Tips. Retrieved July 12, 2009, from College of Education Web site:<br /> (2009). VICurriculum. Retrieved July 20, 2009, from Compensatory Skills Web site:<br />