This document provides an overview of legal frameworks and best practices for addressing the needs of students with disabilities and special needs. It discusses laws like the Individuals with Disabilities Education Act and the requirement for schools to provide an Individualized Education Plan for each student with disabilities. The document also discusses approaches like Response to Intervention, differentiation of instruction, universal design principles, and ensuring high expectations for all students. It emphasizes the importance of collaboration, flexibility, and using evidence-based practices to meet student needs.
Il Parent coaching è un potenziale sbocco dello psicologo che negli stati Uniti sta avendo particolare successo e negli ultimi anni si sta diffondendo anche in Italia. Le trasformazioni culturali che hanno segnato la società occidentale negli ultimi cinquanta anni hanno portato con sé significativi cambiamenti anche nelle dinamiche familiari. Accade sempre più spesso di osservare genitori in crisi nell’educazione e gestione dei figli o in difficoltà nel ricavarsi degli spazi di coppia, nell’affrontare le diverse fasi del ciclo di vita e relativi cambiamenti.
Ed è proprio in tali contesti che il Parent Coaching si inserisce quale elemento di grande attualità, capace di accompagnare i genitori nella lettura delle dinamiche relazionali familiari per consentire una differente presa di coscienza sulle proprie ed altrui potenzialità.
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
Needs Analysis
Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.
The document discusses content-based instruction (CBI) as an approach to language teaching that integrates subject content into the language curriculum. It outlines various models of CBI and examines its implementation in a medical English program at Universidad del Norte in Colombia. Results from the program showed that CBI improved students' language skills and subject knowledge while also increasing their motivation and self-confidence.
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
This document provides an introduction to and overview of common TESOL activities. It begins with a top ten list of activities, including information gap activities, jigsaw reading, cloze passages, journals, dictation, modified Total Physical Response, grouping strategies like think-pair-share, participation techniques like talking tokens, and read aloud activities. The document then provides more details and examples for each type of activity.
This document provides a detailed lesson plan for a 45-minute English lesson for 2nd grade students focusing on using adjectives to describe people, places, animals, ideas, and events. The lesson plan outlines objectives, subject matter, instructional materials, skills, concepts, and values to be covered. It then provides a step-by-step procedure for the teacher that includes an introductory story, activities to practice identifying adjectives, examples, assignments, and an evaluation. The goal is for students to learn and apply adjectives in their writing and descriptions.
Il Parent coaching è un potenziale sbocco dello psicologo che negli stati Uniti sta avendo particolare successo e negli ultimi anni si sta diffondendo anche in Italia. Le trasformazioni culturali che hanno segnato la società occidentale negli ultimi cinquanta anni hanno portato con sé significativi cambiamenti anche nelle dinamiche familiari. Accade sempre più spesso di osservare genitori in crisi nell’educazione e gestione dei figli o in difficoltà nel ricavarsi degli spazi di coppia, nell’affrontare le diverse fasi del ciclo di vita e relativi cambiamenti.
Ed è proprio in tali contesti che il Parent Coaching si inserisce quale elemento di grande attualità, capace di accompagnare i genitori nella lettura delle dinamiche relazionali familiari per consentire una differente presa di coscienza sulle proprie ed altrui potenzialità.
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
Needs Analysis
Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.
The document discusses content-based instruction (CBI) as an approach to language teaching that integrates subject content into the language curriculum. It outlines various models of CBI and examines its implementation in a medical English program at Universidad del Norte in Colombia. Results from the program showed that CBI improved students' language skills and subject knowledge while also increasing their motivation and self-confidence.
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
This document provides an introduction to and overview of common TESOL activities. It begins with a top ten list of activities, including information gap activities, jigsaw reading, cloze passages, journals, dictation, modified Total Physical Response, grouping strategies like think-pair-share, participation techniques like talking tokens, and read aloud activities. The document then provides more details and examples for each type of activity.
This document provides a detailed lesson plan for a 45-minute English lesson for 2nd grade students focusing on using adjectives to describe people, places, animals, ideas, and events. The lesson plan outlines objectives, subject matter, instructional materials, skills, concepts, and values to be covered. It then provides a step-by-step procedure for the teacher that includes an introductory story, activities to practice identifying adjectives, examples, assignments, and an evaluation. The goal is for students to learn and apply adjectives in their writing and descriptions.
This document outlines a lesson plan about the five basic human senses - sight, smell, hearing, taste, and touch. The lesson includes activities like arranging puzzle words to label sense organs and watching a video about human senses. Students are divided into groups to list examples of how each sense is used. A quiz assessment asks students to identify which sense is being used in different scenarios. The lesson aims to teach students to differentiate the functions of each sense organ and understand their importance in daily life.
This document defines and provides examples of semantic domains. It explains that a semantic domain is a group of words that share a core meaning related to a specific topic. Words within a domain are united by their similarities and contrasts. The number of distinctions made within a domain reflects the degree of cultural interest in that topic. Semantic domains are used to investigate relationships among words, efficiently collect language words, classify dictionaries, investigate word meanings, and facilitate internet searches.
Applied linguistics (doing being applied linguists: the important of experience)Lina Karuniawati
APPLIED LINGUISTICS
DOING BEING APPLIED LINGUISTS: THE IMPORTANT OF EXPERIENCE
- 7 Case Studies in Applied Linguists:
1. Language-programme Evaluation
2. Literacy Acquisition
3. Pedagogical Grammar
4. Workplace Communication
5. Language and Identity
6. Assessing English as a Lingua Franca
7. Critical Pedagogy
This document discusses task-based language teaching (TBLT). It provides 3 key points:
1) TBLT involves communicative tasks that emphasize using language for real-world meaning and have a sense of completeness. Tasks can resemble real-life language use.
2) During tasks, students' attention is primarily on meaning rather than form. Tasks provide opportunities for input, output, and negotiation of meaning which aids acquisition.
3) The teacher guides students through pre-task, during task, and post-task stages but does not correct errors, instead focusing on communication. Students work in groups and report back, with the goal of developing fluency over accuracy.
Task-based learning (TBL) is an approach where students learn by completing meaningful tasks using target knowledge. It originates from language education where tasks allow natural and meaningful learning of structures. A task is an activity with a goal that requires using target knowledge like IT. There are six types of tasks including listing, ordering, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves four stages: pre-task where teachers choose materials; task preparation where teachers introduce topics and students prepare; task realization where students complete tasks; and post-task knowledge focus and reflection.
Collaborative learning involves students working in teams to discover, study, and apply information collaboratively rather than through lectures. It develops independent learning and encourages sharing experiences. While it can be difficult to facilitate and monitor, collaborative learning promotes communication, problem solving, and critical thinking. The key differences between collaborative and cooperative learning are that collaborative learning emphasizes the process, gives students more control over materials, and is used for higher-level knowledge, while cooperative learning focuses on products, provides more structure, and is used for foundational knowledge.
Tecnologie didattiche per la disabilita uditiva-4Chayn Italia
4° ed ultimo blocco di slides
LIS (LINGUA DEI SEGNI ITALIANA): UN PERCORSO DI INCLUSIONE SOCIALE
Il laboratorio mira a sensibilizzare la collettività ad una realtà ancora poco conosciuta: la cultura della comunità sorda o non udente ed acquisire le competenze tecniche e strutturali di primo livello, della comunicazione visivo - gestuale attraverso un'adeguata formazione. Esso basandosi su una learning organization mira al cambiamento, allo sviluppo ed alla realizzazione di una Knowledge society (società della conoscenza). Il laboratorio prevede una prima parte Teorica, che fornirà le nozioni essenziali, fisiologiche e neurologiche sulla sordità e di conseguenza le malattie correlate, le cause e la psicologia del non udente. Necessario è un accenno alla storia che ha comportato la “nascita” della Lingua dei Segni Italiana/LIS e della cultura sorda. Si proseguirà con un percorso prevalentemente Pratico, ricco di esercitazioni in cooperative learning, dialoghi assistiti, comprensione e riproduzione. La ricca praticità di cui sono caratterizzate le attività è al fine di consentire un reale e facile apprendimento della Lingua di Segni Italiana/LIS.
This document outlines the stages of a receptive skills lesson to improve students' reading abilities. It involves 4 main stages: [1] Lead-in to engage students and make predictions; [2] First reading for the gist or specific information; [3] Feedback on tasks; [4] Second reading for deeper understanding. Each stage aims to make students more confident and independent readers through tasks focused on global comprehension before details. Follow-up often involves productive speaking or writing skills related to the reading topic. The overall goal is to fully exploit the text and have students learn in a personally meaningful way.
The document discusses several neurological, cognitive, affective, and linguistic considerations related to second language acquisition. Neurologically, language functions tend to lateralize to the left side of the brain by puberty. Cognitively, Piaget's stages of development and the role of short-term memory versus meaningful communication are addressed. Affectively, human identity and emotions like anxiety can impact second language learning, and peer pressure provides motivation. Linguistically, bilingual children must distinguish contexts for each language, and interference between the first and second languages can occur for both children and adults.
power point: Direct method by zuliana_nurbalindanabilaku
The direct method was created in the 19th century as an alternative to the grammar translation method. It seeks to immerse students in the target language in the same way a first language is learned. Only the target language is used, with no translation allowed. Grammar is taught inductively through demonstration and visual aids, and speaking is emphasized through realistic, everyday conversational situations. Strategies include reading aloud, question-and-answer exercises, self-correction, dictation, and paragraph writing. The teacher's role is to demonstrate, facilitate, and monitor, while students take an active role as observers and practitioners of the new language.
Lexical Approach To Second Language TeachingCindy Shen
The document discusses the lexical approach to second language teaching. It focuses on developing learners' proficiency with lexis, words, and word combinations rather than grammar. The lexical approach emphasizes exposing learners to natural language through activities involving listening, reading, comparing languages, and using dictionaries. The goal is to help learners perceive and use lexical patterns and collocations.
edTPA Online Module 6. Addressing English Language Learnerslhbaecher
This document provides an overview of Module 6 which addresses English Language Learners (ELLs). The objectives are to orient readers to legal mandates regarding ELL services, describe ESL instructional models in NYC schools, provide an overview of types of ELLs teachers may encounter, discuss myths and realities of second language learning, and point to strategies for supporting ELLs' academic access. It summarizes key aspects of identifying and testing ELLs, the legal history around ELL rights/services, national ELL population trends including a high poverty rate, the persistent achievement gap faced by ELLs, and the need to make academic content accessible for ELLs.
EdTPA Online Module 1. General Informationlhbaecher
The document provides an overview of the edTPA for teacher candidates in New York state. It states that the edTPA is a new teacher performance assessment required for initial licensure in New York as of Spring 2014. The edTPA focuses on authentic teaching practices and evaluates how teacher candidates plan, instruct, assess and analyze student learning and academic language development. It involves submitting a portfolio with artifacts and commentaries from a learning segment of 3-5 lessons for evaluation.
The document provides an overview of Task 1 of the edTPA assessment for elementary education teacher candidates. Task 1 focuses on planning literacy instruction for a 3-5 lesson learning segment. Key requirements include describing the context for learning, writing detailed lesson plans, and a commentary explaining how plans support student literacy learning and address language demands. Teacher candidates will be assessed on their ability to effectively plan instruction that supports student needs, connects to research on learning, and uses assessments to monitor progress on literacy skills and strategies.
This document contains a lesson plan for teaching students about mapping time. The teacher analyzes data on students' academic abilities and backgrounds to plan differentiated instruction. Strategies like modeling, think-pair-shares, and scaffolding content are used. The lesson is designed to build on prior knowledge of time concepts and help students make connections between new and old skills through practice activities. Potential misunderstandings around math and timelines are addressed.
This document discusses developing academic language for all students across content areas. It provides guidance on building academic language skills such as comparing, sequencing, classifying, analyzing, predicting, justifying perspectives, and problem solving. Specific language frames are presented to scaffold each language function. The document emphasizes teaching language intentionally, using functions to identify language demands of tasks, and ensuring students can apply skills across contexts. Academic language is meant to be developed from the beginning stages of learning.
Curriculum & Materials.Student Talk as Curriculumlhbaecher
This document discusses strategies for encouraging student talk in secondary classrooms with English language learners (ELLs). It addresses three key points:
1) Traditional classroom practices often discourage student talk, as teachers dominate discussions and students are conditioned to think there is only one right answer.
2) Less classroom talk from ELLs can result from incomprehensible teacher discourse, few response opportunities, lack of processing time, and students' silent period while developing language skills.
3) Teachers can plan lessons to increase student talk time to 75%, use exploratory questions that allow divergent responses, provide language support, and make discourse more accessible overall to encourage participation from ELLs.
This document provides guidance for candidates completing the edTPA teaching performance assessment. It emphasizes the importance of careful planning, understanding the rubrics, and representing one's teaching thoughtfully in writing. Candidates are advised to read the entire edTPA handbook and related materials to understand what is required. Time management is crucial. Commentaries should respond fully to prompts, provide specific examples, and demonstrate understanding of how students learn. Proofreading is also emphasized to ensure writing clearly conveys one's thinking.
This document discusses legal precedents for providing sheltered instruction and English language development to English learners. It outlines the dual obligations school districts have in law to both develop students' English proficiency through English language development, and provide meaningful access to academic content instruction through sheltered instruction. The document then defines sheltered instruction and English language development, explaining key differences and components of each. It emphasizes that both sheltered instruction and ELD are necessary to make content accessible to English learners and close persistent achievement gaps.
EdTPA Online Module 2. Orientation to the Handbook and Rubricslhbaecher
This document provides an overview of Module 2 which aims to orient students to the structure and logic of the edTPA handbook and rubrics. The objectives are to familiarize students with how the handbooks and rubrics are organized, the components of each of the three edTPA tasks, what students need to think about, do, and write for each task, and how evidence will be assessed. It also discusses examining the rubrics and levels, and reviewing the other sections of the handbook such as templates before beginning to plan the edTPA learning segment.
This document outlines a lesson plan about the five basic human senses - sight, smell, hearing, taste, and touch. The lesson includes activities like arranging puzzle words to label sense organs and watching a video about human senses. Students are divided into groups to list examples of how each sense is used. A quiz assessment asks students to identify which sense is being used in different scenarios. The lesson aims to teach students to differentiate the functions of each sense organ and understand their importance in daily life.
This document defines and provides examples of semantic domains. It explains that a semantic domain is a group of words that share a core meaning related to a specific topic. Words within a domain are united by their similarities and contrasts. The number of distinctions made within a domain reflects the degree of cultural interest in that topic. Semantic domains are used to investigate relationships among words, efficiently collect language words, classify dictionaries, investigate word meanings, and facilitate internet searches.
Applied linguistics (doing being applied linguists: the important of experience)Lina Karuniawati
APPLIED LINGUISTICS
DOING BEING APPLIED LINGUISTS: THE IMPORTANT OF EXPERIENCE
- 7 Case Studies in Applied Linguists:
1. Language-programme Evaluation
2. Literacy Acquisition
3. Pedagogical Grammar
4. Workplace Communication
5. Language and Identity
6. Assessing English as a Lingua Franca
7. Critical Pedagogy
This document discusses task-based language teaching (TBLT). It provides 3 key points:
1) TBLT involves communicative tasks that emphasize using language for real-world meaning and have a sense of completeness. Tasks can resemble real-life language use.
2) During tasks, students' attention is primarily on meaning rather than form. Tasks provide opportunities for input, output, and negotiation of meaning which aids acquisition.
3) The teacher guides students through pre-task, during task, and post-task stages but does not correct errors, instead focusing on communication. Students work in groups and report back, with the goal of developing fluency over accuracy.
Task-based learning (TBL) is an approach where students learn by completing meaningful tasks using target knowledge. It originates from language education where tasks allow natural and meaningful learning of structures. A task is an activity with a goal that requires using target knowledge like IT. There are six types of tasks including listing, ordering, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves four stages: pre-task where teachers choose materials; task preparation where teachers introduce topics and students prepare; task realization where students complete tasks; and post-task knowledge focus and reflection.
Collaborative learning involves students working in teams to discover, study, and apply information collaboratively rather than through lectures. It develops independent learning and encourages sharing experiences. While it can be difficult to facilitate and monitor, collaborative learning promotes communication, problem solving, and critical thinking. The key differences between collaborative and cooperative learning are that collaborative learning emphasizes the process, gives students more control over materials, and is used for higher-level knowledge, while cooperative learning focuses on products, provides more structure, and is used for foundational knowledge.
Tecnologie didattiche per la disabilita uditiva-4Chayn Italia
4° ed ultimo blocco di slides
LIS (LINGUA DEI SEGNI ITALIANA): UN PERCORSO DI INCLUSIONE SOCIALE
Il laboratorio mira a sensibilizzare la collettività ad una realtà ancora poco conosciuta: la cultura della comunità sorda o non udente ed acquisire le competenze tecniche e strutturali di primo livello, della comunicazione visivo - gestuale attraverso un'adeguata formazione. Esso basandosi su una learning organization mira al cambiamento, allo sviluppo ed alla realizzazione di una Knowledge society (società della conoscenza). Il laboratorio prevede una prima parte Teorica, che fornirà le nozioni essenziali, fisiologiche e neurologiche sulla sordità e di conseguenza le malattie correlate, le cause e la psicologia del non udente. Necessario è un accenno alla storia che ha comportato la “nascita” della Lingua dei Segni Italiana/LIS e della cultura sorda. Si proseguirà con un percorso prevalentemente Pratico, ricco di esercitazioni in cooperative learning, dialoghi assistiti, comprensione e riproduzione. La ricca praticità di cui sono caratterizzate le attività è al fine di consentire un reale e facile apprendimento della Lingua di Segni Italiana/LIS.
This document outlines the stages of a receptive skills lesson to improve students' reading abilities. It involves 4 main stages: [1] Lead-in to engage students and make predictions; [2] First reading for the gist or specific information; [3] Feedback on tasks; [4] Second reading for deeper understanding. Each stage aims to make students more confident and independent readers through tasks focused on global comprehension before details. Follow-up often involves productive speaking or writing skills related to the reading topic. The overall goal is to fully exploit the text and have students learn in a personally meaningful way.
The document discusses several neurological, cognitive, affective, and linguistic considerations related to second language acquisition. Neurologically, language functions tend to lateralize to the left side of the brain by puberty. Cognitively, Piaget's stages of development and the role of short-term memory versus meaningful communication are addressed. Affectively, human identity and emotions like anxiety can impact second language learning, and peer pressure provides motivation. Linguistically, bilingual children must distinguish contexts for each language, and interference between the first and second languages can occur for both children and adults.
power point: Direct method by zuliana_nurbalindanabilaku
The direct method was created in the 19th century as an alternative to the grammar translation method. It seeks to immerse students in the target language in the same way a first language is learned. Only the target language is used, with no translation allowed. Grammar is taught inductively through demonstration and visual aids, and speaking is emphasized through realistic, everyday conversational situations. Strategies include reading aloud, question-and-answer exercises, self-correction, dictation, and paragraph writing. The teacher's role is to demonstrate, facilitate, and monitor, while students take an active role as observers and practitioners of the new language.
Lexical Approach To Second Language TeachingCindy Shen
The document discusses the lexical approach to second language teaching. It focuses on developing learners' proficiency with lexis, words, and word combinations rather than grammar. The lexical approach emphasizes exposing learners to natural language through activities involving listening, reading, comparing languages, and using dictionaries. The goal is to help learners perceive and use lexical patterns and collocations.
edTPA Online Module 6. Addressing English Language Learnerslhbaecher
This document provides an overview of Module 6 which addresses English Language Learners (ELLs). The objectives are to orient readers to legal mandates regarding ELL services, describe ESL instructional models in NYC schools, provide an overview of types of ELLs teachers may encounter, discuss myths and realities of second language learning, and point to strategies for supporting ELLs' academic access. It summarizes key aspects of identifying and testing ELLs, the legal history around ELL rights/services, national ELL population trends including a high poverty rate, the persistent achievement gap faced by ELLs, and the need to make academic content accessible for ELLs.
EdTPA Online Module 1. General Informationlhbaecher
The document provides an overview of the edTPA for teacher candidates in New York state. It states that the edTPA is a new teacher performance assessment required for initial licensure in New York as of Spring 2014. The edTPA focuses on authentic teaching practices and evaluates how teacher candidates plan, instruct, assess and analyze student learning and academic language development. It involves submitting a portfolio with artifacts and commentaries from a learning segment of 3-5 lessons for evaluation.
The document provides an overview of Task 1 of the edTPA assessment for elementary education teacher candidates. Task 1 focuses on planning literacy instruction for a 3-5 lesson learning segment. Key requirements include describing the context for learning, writing detailed lesson plans, and a commentary explaining how plans support student literacy learning and address language demands. Teacher candidates will be assessed on their ability to effectively plan instruction that supports student needs, connects to research on learning, and uses assessments to monitor progress on literacy skills and strategies.
This document contains a lesson plan for teaching students about mapping time. The teacher analyzes data on students' academic abilities and backgrounds to plan differentiated instruction. Strategies like modeling, think-pair-shares, and scaffolding content are used. The lesson is designed to build on prior knowledge of time concepts and help students make connections between new and old skills through practice activities. Potential misunderstandings around math and timelines are addressed.
This document discusses developing academic language for all students across content areas. It provides guidance on building academic language skills such as comparing, sequencing, classifying, analyzing, predicting, justifying perspectives, and problem solving. Specific language frames are presented to scaffold each language function. The document emphasizes teaching language intentionally, using functions to identify language demands of tasks, and ensuring students can apply skills across contexts. Academic language is meant to be developed from the beginning stages of learning.
Curriculum & Materials.Student Talk as Curriculumlhbaecher
This document discusses strategies for encouraging student talk in secondary classrooms with English language learners (ELLs). It addresses three key points:
1) Traditional classroom practices often discourage student talk, as teachers dominate discussions and students are conditioned to think there is only one right answer.
2) Less classroom talk from ELLs can result from incomprehensible teacher discourse, few response opportunities, lack of processing time, and students' silent period while developing language skills.
3) Teachers can plan lessons to increase student talk time to 75%, use exploratory questions that allow divergent responses, provide language support, and make discourse more accessible overall to encourage participation from ELLs.
This document provides guidance for candidates completing the edTPA teaching performance assessment. It emphasizes the importance of careful planning, understanding the rubrics, and representing one's teaching thoughtfully in writing. Candidates are advised to read the entire edTPA handbook and related materials to understand what is required. Time management is crucial. Commentaries should respond fully to prompts, provide specific examples, and demonstrate understanding of how students learn. Proofreading is also emphasized to ensure writing clearly conveys one's thinking.
This document discusses legal precedents for providing sheltered instruction and English language development to English learners. It outlines the dual obligations school districts have in law to both develop students' English proficiency through English language development, and provide meaningful access to academic content instruction through sheltered instruction. The document then defines sheltered instruction and English language development, explaining key differences and components of each. It emphasizes that both sheltered instruction and ELD are necessary to make content accessible to English learners and close persistent achievement gaps.
EdTPA Online Module 2. Orientation to the Handbook and Rubricslhbaecher
This document provides an overview of Module 2 which aims to orient students to the structure and logic of the edTPA handbook and rubrics. The objectives are to familiarize students with how the handbooks and rubrics are organized, the components of each of the three edTPA tasks, what students need to think about, do, and write for each task, and how evidence will be assessed. It also discusses examining the rubrics and levels, and reviewing the other sections of the handbook such as templates before beginning to plan the edTPA learning segment.
This document discusses instructional differentiation for English language learners. It defines differentiated instruction as meeting students where they are by adjusting the learning to provide access to the curriculum. The document provides examples of differentiating instruction for English language learners by modifying content, process, and product for speaking, listening, reading and writing activities based on students' language proficiency levels. Non-examples of differentiation are also given.
This document summarizes efforts at East Carolina University to support teacher candidates in completing the edTPA assessment. It provides context on the increasing number of ECU programs implementing edTPA and shows data on elementary education candidates' edTPA scores improving over time. It then describes ECU's system for providing clinical support to candidates, which involves support from clinical teachers, university supervisors, and instructional coaches. It discusses challenges faced such as helping candidates see edTPA's relevance and gaining faculty buy-in, and solutions such as connecting edTPA to prior coursework. It also examines providing guidance and local evaluation of edTPA while maintaining score validity. The document aims to help others in unpacking edTPA tasks
edTPA Online Module 4. Context for Learninglhbaecher
This document provides an overview and guidance on completing the Context for Learning section of the edTPA for teacher candidates. It outlines the three sections to be included - information about the school, classroom, and students. For special education contexts, some additional details are required, such as an explanation for individualized instruction and information on textbooks or programs used. Resources on the university's online site can help students learn more about completing this portion of the edTPA submission.
edTPA Online Session 7: Preparing Video Clips of Teachinglhbaecher
This document provides guidance for student teachers on preparing video clips for their edTPA submission. It discusses selecting clips that highlight strengths in instruction and meet rubric requirements. It offers tips for setting up the recording device and classroom, including getting familiar with the device, creating a diagram of camera placement, and preparing students. The document stresses the importance of camera placement and angle to capture intended teaching practices on video.
edTPA - Childhood Lesson Plan Template lesson ALL 3Beverly Korsah
This lesson focuses on describing Niagara Falls as an important landform in New York. Students will work in small groups to discuss why Niagara Falls is significant and how its water could be used. They will consider whether they have visited Niagara Falls and why. The teacher will informally assess students by reviewing posters and brochures created by small groups to evaluate how well students conveyed facts and information about Niagara Falls. The goal is for students to understand Niagara Falls as a landmark landform in New York through discussion and creative works.
This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.
The document provides an overview of key concepts in ecology and living environment including:
1) Ecology is the study of interactions between organisms and their environment, which can be studied at different levels from organisms to ecosystems.
2) Abiotic and biotic factors influence the distribution of organisms and determine an ecosystem's carrying capacity.
3) Photosynthesis uses light energy to produce sugars from carbon dioxide and water, while cellular respiration releases energy from sugars to produce ATP.
This daily lesson plan has the following objectives:
- Students will participate in mini-discussions, listen for main ideas and details, practice pronouncing numbers and reading statistics, and use comparative language.
- Activities include a grammar review, reading about cranberries, a numbers game, vocabulary review, and writing questions for an entrepreneur.
- Due to time constraints, some activities like the vocabulary review and writing questions took longer than planned, so other parts had to be assigned as homework.
Differentiated instruction aims to create multiple paths for students of varying abilities and interests to learn effectively. It involves proactively planning varied approaches to content, process and products based on formative assessments of student needs. The goals are for every student to make continuous progress at their level and become lifelong learners. Teachers differentiate by modifying content, process and products based on student readiness, interests and learning profiles to increase the likelihood that each student learns as much as possible.
This document discusses gifted and talented students. It begins by explaining that there is no single accepted definition of giftedness, but references Renzulli's three-ring model involving high ability, creativity, and task commitment as well as Gardner's theory of multiple intelligences. The causes of giftedness include biological and genetic factors as well as an enriched environment with high expectations. Teachers play a key role in identifying gifted students through awareness of their characteristics and classroom behaviors. Strategies for teaching gifted students include acceleration, enrichment, and independent study. The document also notes problematic practices for gifted learners like lack of challenge and issues around social acceptance. It concludes with the importance of teacher training and support to meet the varied needs of gifted students.
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
This document discusses standards-based assessment and teaching in the Philippines education system. It begins by outlining the objectives of defining standards-based assessment as mandated by DepEd Order No. 73 and identifying the differences between content and performance standards. It then discusses some issues in Philippine education like low student performance, poor facilities, and teacher competence. The document suggests that current teaching focuses too much on rote memorization and getting good grades rather than understanding. It advocates for instructional leadership to intensify standards-based assessment and teaching to develop students' skills and prepare them better for a globalized world.
This document discusses differentiating instruction and assessment for middle and high school students. It covers various components of differentiated instruction including curriculum enhancement, modification, accommodation, adaptations, and learning contracts. It also discusses flexible grouping, assignments, planning for differentiation, accommodating gifted students, underidentified high-achieving students, and relating differentiation to Response to Intervention (RTI). The document provides guidance on preparing engaging lessons, facilitating student participation, effective questioning, discussions, and content-area reading instruction. It concludes with differentiating assessment including linking assessment to instruction, preparing students for high-stakes tests, developing test-taking strategies, and using alternative assessments such as portfolios.
This document summarizes a teaching observation of a plastering course. The observer notes that the teacher planned thoroughly, with clear learning outcomes and assessment methods. During the session, high expectations were set and learners were engaged through challenging questions, practical tasks, and opportunities to develop literacy and numeracy skills. The teacher demonstrated specialist knowledge of plastering and facilitated learning effectively. Learners of all abilities progressed well through differentiated support. The observer concluded this was an excellent lesson demonstrating commitment to professional teaching standards.
The document outlines California's Teaching Performance Expectations (TPEs) which describe the skills and knowledge beginning teachers should have. The TPEs are organized into 6 domains covering areas like subject matter expertise, student assessment, student engagement, and professional conduct. There are 13 specific TPEs further explaining the domains. The TPEs form the basis for teacher credential programs and ensure teachers can support student learning and meet state standards.
This course introduces early childhood education students to teaching preschoolers. The goals are to provide knowledge of child development, teaching strategies, and working with diverse learners. Students will demonstrate their understanding through assignments observing classrooms and designing lesson plans. Evaluation includes participation, reading reflections, and developing curriculum materials. The syllabus outlines assignments, policies, and required readings to support students in gaining the skills for inclusive preschool environments.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
Good-Teaching in molding young minds and continous learning for productive le...daisymagallanes2
The document outlines six principles for good teaching for diverse learners:
1. Focus on students as learners and provide context-specific support.
2. Respect and adjust for diversity in learners.
3. Provide context-specific information and support to help students understand expectations.
4. Facilitate meaningful intercultural engagement, such as group work assessments.
5. Be adaptable and responsive to student needs through flexibility and varied assessment.
6. Prepare students for life in a globalized world through reflective, applied assessment tasks.
The document discusses students with special needs and learning disabilities that teachers may encounter in their classrooms. It provides information on learning disabilities and low incidence disabilities. It also offers teaching strategies for breaking down barriers to learning for students with different needs, such as adapting instruction methods, skills levels, participation levels, and more. Teachers are encouraged to get support from special needs departments and visiting teachers and to become involved with students' individual education plans.
The document discusses students with special needs and learning disabilities that teachers may encounter in their classrooms. It provides information on learning disabilities and low incidence disabilities. It also offers teaching strategies for breaking down barriers to learning for students with different needs, such as adapting instruction methods, skills levels, participation levels, and more. Teachers are encouraged to get support from special needs teachers and departments and to take responsibility for meeting the educational needs of special needs students.
The document provides information about the gifted and talented programs in the South Orangetown Central School District. It discusses the district's mission and goals for gifted education. It also outlines the identification process, programming options at different grade levels, and strategies like differentiation, enrichment activities, and acceleration. RTI is discussed as a framework to meet the needs of gifted learners through tiered interventions. National guidelines and definitions of giftedness from organizations like NAGC are also referenced.
Differentiated instruction ten common questions and answersHildiana Sanchez
This document discusses differentiated instruction and answers common questions about its implementation. It begins by defining differentiated instruction as customizing lessons based on student assessment data to meet individual needs. It describes how a differentiated classroom looks, with students engaged in various individual and group activities tailored to their levels while the teacher facilitates learning. The document emphasizes using assessment data before, during and after lessons to plan instruction and group students flexibly according to their needs, using strategies like reteaching, on-level work, or enrichment. It provides examples of adjusting assignments and explains that differentiated instruction personalizes learning for all students.
Encourage stronger students to help weaker ones. Peer tutoring can be a valuable tool for both the tutor and the tutee. It promotes a collaborative learning environment and reinforces understanding. Rama Devi International School is the best school in Noida extension for class 11 to adopt peer tutoring to motivate weaker students.
Similar to edTPA Module 5: Addressing Students with Special Needs (20)
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
edTPA Module 5: Addressing Students with Special Needs
1. The
edTPA:
Session
5:
Addressing
the
Needs
of
Students
with
Special
Needs
Hunter
College
School
of
Education
2. A
brief
legal
history
Educa&on
for
all
Handicapped
act
1975
Americans
with
Disabili&es
Act
1990
Provision
of
supports
in
the
most
integrated
se@ng
Present
day
Individuals
with
Disabili&es
in
Educa&on
Act
Least
Restric&ve
Environment
(LRE)
Free
and
Appropriate
Educa&on
(FAPE)
Individualized
Educa&on
Plan
3. Individualized
Education
Plan
Provided
to
students
who
fall
under
one
of
13
diagnos&c
categories
Individualized
goals
for
each
student
Related
services
Occupa&onal
Therapy,
Physical
Therapy,
Speech
Therapy,
Counseling,
Para
educator…
Supplementary
aids
and
services
Examples:
Modifica&ons
to
curriculum,
Assis&ve
Technology,
Copy
of
class
notes,
Large
print
materials,
Exams
read
aloud…
4. A
little
information
about
504
plans
Students
may
have
a
504
if
they
have
a
disability
which
does
not
impact
their
learning
enough
to
be
covered
under
IDEA,
but
s&ll
requires
accommoda&ons
These
accommoda&ons
might
include
such
things
as
extended
&me,
refocusing
and
redirec&on,
ques&ons
read
and
re
phrased,
and
color
coded
materials
5. Response
to
Intervention
(RTI)
RTI
is
a
mul&
level
support
system
designed
to
offer
degrees
of
interven&on
to
all
students
RTI
process
includes
universal
screening
Struggling
students
are
provided
with
interven&ons
and
monitored
Tier
1-‐
High
quality
instruc&on,
screening
a
group
interven&ons
Tier
2-‐
Targeted
interven&ons
Tier
3-‐
Intensive
interven&ons,
Comprehensive
evalua&on
6. To
Reach
and
Teach
Students
with
Disabilities
one
must:
Be
masters
of
content
Be
flexible
in
delivery
of
instruc&on
Be
willing
and
able
to
collaborate
Knowledgeable
about
human
difference
Hold
high
expecta&ons
for
all
of
our
students
regardless
of
the
label
they
have
been
given
7. Having
students
with
disabilities
in
our
classrooms
…
Is
o]en
an
eye
opening
experience
as
these
children
o]en
force
us
to
be
the
best
teachers
we
can
be
Opens
up
the
classroom
to
en&rely
new
perspec&ves
within
our
curriculum
Forces
us
to
find
new
ways
to
teach
familiar
topics
Demands
that
we
consider
all
the
ways
we
influence
each
other
as
human
beings
Shows
us
that
intelligence
is
far
from
linear
8. Helpful
Perspectives
for
Planning:
Differen&ated
Instruc&on
Content
Process
Product
Universal
Design
A
proac&ve
stance
Eye
on
the
“big
picture”
`
9. A
few
more
perspectives
for
planning
Blooms
Taxonomy
Six
levels
of
ques&oning
Simple
to
complex
Gardner’s
Mul&ple
Intelligences
Everyone
possesses
varying
types
of
intelligence
Good
instruc&on
taps
on
several
of
these
10. And
for
instruction:
Building
on
student
strengths
se
flexible
groupings
U
ather
frequent
feedback
G
vidence-‐based
clearly
defined
objec&ves
for
all
E
students
acilitate
meaningful
engagement
F
11. Assessment
should
involve:
Forma&ve
assessments-‐
ongoing
and
frequent
Summa&ve
assessments-‐
to
assess
growth
over
&me
Evidence
of
differen&a&on
Well
designed
rubrics
12. Students
with
gifts
and
talents
According
to
the
Federal
Government,
“Gi]ed
and
Talented”
is
described
as:
“Students,
children,
or
youth
who
give
evidence
of
high
achievement
capability
in
areas
such
as
intellectual,
crea&ve,
ar&s&c,
or
leadership
capacity,
or
in
specific
academic
fields,
and
who
need
services
and
ac&vi&es
not
ordinarily
provided
by
the
school
in
order
to
fully
develop
those
capabili&es.”
13. Students
with
gifts
and
talents
In
New
York,
a
mandated
learning
plan,
like
an
IEP
or
504
plan,
is
not
required
for
gi]ed
students
Frequently,
you
will
have
students
who
have
been
iden&fied
as
gi]ed
and
may
have
already
mastered
the
learning
segment
and
central
focus
you
intended
to
teach.
Remember,
just
because
a
student
is
iden&fied
gi]ed
in
math,
does
not
necessarily
mean
he/she
is
gi]ed
in
all
subject
areas.
Likewise,
many
students
with
disabili&es
can
also
be
considered
gi]ed
and
talented
14. Some
approached
to
working
students
identified
as
gifted
and
talented
As
these
students
may
vary
in
terms
of
their
speed,
depth
of
engagement,
and
interest
in
curriculum
topics,
they
may
need
specialized
approaches
to
instruc&on—such
as
providing
opportuni&es
to
ary
learning
ac&vi&es,
including
choices
V
Demonstra&on
of
learning
in
mul&ple
ways
Stories,
plays,
a
video,
a
booklet
and
so
on
ffer
choices
through
curriculum
compac&ng
O
Pre
assessment
to
assess
curriculum
mastery
Op&on
for
addi&onal
inves&ga&ons
if
mastery
is
present
Develop
their
academic,
ar&s&c,
and
leadership
strengths
through
Self
directed
learning:
problem
finding
and
problem
solving
Elaborate,
complex,
and
in-‐depth
inves&ga&ons
into
areas
of
student
interest
For
more
informa&on,
please
see:
The
Na&onal
Associa&on
for
the
Gi]ed
Website
at
www.nagc.org
15. Task
1:
Planning
for
Instruction
and
Assessment
Be
clear
about
instruc&onal
objec&ves
Align
plans
with
standards
and
IEP
goals
Prepare
to
support
with
scaffolds
Connect
with
focus
learners’
strengths
and
needs
Prepare
graphic
organizers
Prepare
sentence
starters
Be
ready
with
differen&ated
materials
Appeal
to
different
learning
styles
with
a
mul&sensory
approach
16. Task
2:
Instructing
and
Engaging
Students
in
Learning
Teacher
candidates
are
required
to
consider:
Which
instruc4onal
strategies
support
the
development
of
a
skill
How
instruc4on
can
be
differen4ated
by
readiness,
interest
and
or
learning
style
Various
instruc4on
supports
communica4on
skills
…
and
how
instruc4on
builds
on
strengths
to
build
competence
in
areas
of
weakness
nstruc&on
builds
on
strengths
to
build
competence
I
in
areas
of
weakness
17. Task
3:
Assessing
Students’Learning
At
least
one
of
the
students
(in
your
3
submimed
student
work
samples)
must
have
specific
learning
needs
1.
Iden&fy
the
area
of
concern
or
area
of
struggle
Interpreta&on
of
text
Crea&on
of
wrimen
document
Computa&onal
or
procedural
2.
Show
how
you
used
feedback
to
shape
your
approach
to
this
child’s
areas
of
struggle
Provide
an
alternate
text
Provide
a
graphic
organizer
Connect
skill
to
area
of
interest
of
student
Provide
procedural
support
or
alternate
approach
3.
Demonstrate
progress
toward
curricular
goals
18. Complete
the
chart
below
to
summarize
required
or
needed
supports,
accommodations,
or
modifications
for
your
students
that
will
affect
your
instruction
in
this
learning
segment
Students
with
Specific
Learning
Needs
IEP/504
Plans:
Classifica&ons/Needs
Number
of
Students
Supports,
Accommoda&ons,
Modifica&ons,
Per&nent
IEP
Goals
Example:
Visual
Processing
2
Close
monitoring,
large
print
text,
window
card
to
isolate
text
Example:
ADHD
4
Refocusing
and
redirec&on,
preferen&al
sea&ng,
posi&ve
behavior
support
plan,
tes&ng
in
separate
loca&on
Example:
Learning
disabled
3
Graphic
organizers
for
wrimen
work,
extended
&me,
ques&ons
clarified,
direc&ons
read
aloud
19. Complete
the
chart
below
to
summarize
required
or
needed
supports,
accommodations,
or
modifications
for
your
students
that
will
affect
your
instruction
in
this
learning
segment
Students
with
Specific
Learning
Needs
IEP/504
Plans:
Classifica&ons/Needs
Number
of
Students
Supports,
Accommoda&ons,
Modifica&ons,
Per&nent
IEP
Goals
Example:
Au&sm
1
Posi&ve
behavior
support
plan,
test
in
small
group
se@ng,
allow
for
answers
to
be
given
via
computer,
special
ligh&ng
Example:
ADHD
3
Provide
copy
of
class
notes,
test
in
separate
loca&ons,
ques&ons
read,
direc&ons
clarified,
calculator
use
Example:
Hearing
loss
1
Personal
hearing
device,
Personal
FM
system,
Extra
&me
for
processing
informa&on,
preferen&al
sea&ng,
note
taker
20. Spotlighting
Adolescent
Learners
Strategies
we
have
suggested
so
far
are
equally
applicable
across
the
grade
1
through
12
curriculum.
To
state
the
obvious,
each
depends
upon
the
context
of
the
classroom
and
each
student’s
needs.
That
said,
it
is
worthwhile
to
spotlight
adolescent
learners—
as
they
face
an
increasingly
complex
and
demanding
curriculum
with
ach
passing
grade.
One
simple
approach
is
to
ask
yourself
what
you
may
need
to
change.
Is
it
the
rate,
the
volume,
or
the
complexity?
21. Spotlighting
Adolescent
Learners
RATE
–
Can
you
increase
or
decrease
&me
demands
of
the
task?
VOLUME
–
Can
you
increase
or
decrease
the
number
or
length
of
the
task?
COMPLEXITY
–
Can
you
increase
the
complexity
of
the
task?
22. Spotlighting
Adolescent
Learners
BE
STRATEGIC:
Do
you
need
to
provide
an
ACCOMMODATION
or
an
INTERVENTION?
Accommoda&on
=
go
around
a
problem
area
to
help
the
student
complete
a
task
Interven&on
=
deliberately
target
a
problem
area
to
help
the
student
prac&ce
specific
skills
that
he
or
she
needs
to
build
up.
For
more
informa&on:
see
“ Teaching
Every
Adolescent
Every
Day:
Learning
in
Diverse
Middle
and
High
School
Classrooms”
by
Deshler,
Schumaker,
Harris,
&
Graham.
23. Resources
on
Inclusion
of
Students
with
Disabilities
–
page
1
of
3
hmp://arisecoali&on.org/
Coali&on
to
support
inclusion
of
people
with
disabili&es
hmp://www.inclusion-‐ny.org/files/nyctaskforce-‐book.pdf
Free
booklet
on
Inclusion
in
New
York
State
hmp://www.bcatml.org/POT/inclusive.pdf
Ar&cle
on
Inclusive
Educa&on
hmp://www.inclusion.com/resliteracy.html
Webpage
of
School
Resources
on
Inclision
hmp://teachingld.org/about/
Teachers
of
students
with
learning
disabili&es
www.casel.org
Social
and
emo&onal
learning
for
students
preschool
to
high
school.
hmp://www.powerof2.org/
Focus
on
teacher
collabora&on.
hmp://www.cldinterna&onal.org/
Council
for
learning
disabili&es
24. Resources
on
Inclusion
of
Students
with
Disabilities
2
of
3
hmp://www.disabilitystudiesforteachers.org/
Disability
studies
for
teachers
(curricula
and
materials)
hmp://www.disabilityisnatural.com/
Disability
is
natural
hmp://www.inclusion.com/inclusionpress.html
Inclusion
Press
hmp://www.inclusiondaily.com/
Interna&onal
Disability
Rights
New
Service
hmp://idea.ed.gov/
Building
the
legacy
of
IDEA
hmp://www.museumofdisability.org/
Museum
of
Disability
27. Final
Tips
and
Take
Aways:
Operate
from
a
strengths
based
perspec&ve
Work
on
targeted
areas
where
growth
is
needed
Use
strengths
to
build
competence
in
all
areas
Solid
interpersonal
skills-‐
collabora&ve
style
Must
be
familiar
with
informa&on
in
an
IEP
Lesson
plans
must
feature
possible
accommoda&ons
28. This
has
been
a
collaboration
between:
Diane
Linder
Berman,
Adjunct
Instructor
Dr.
Elissa
Brown,
Dis&nguished
Professor,
Gi]ed
&
Talented
Dr.
David
J.
Connor,
Professor,
Learning
Disabili&es
Dr.
Laura
Baecher,
Assistant
Professor,
TESOL