This webinar focused on creating seamless and truly inclusive educational experiences for all learners. Dr. Julie Causton presented many useful strategies for creating warm and welcoming classrooms equipped to support all students. Alternatives to pull-out therapy and resource services were discussed, and many examples of how to provide collaborative and inclusive services were shared.
Julie covered these five steps for creating more inclusive classrooms:
• Creating a community of belonging
• Rethinking challenging learners
• Integrating IEP goals into the schedule
• Providing thoughtful differentiated academic supports
• Effective utilization of paraprofessionals
This webinar will benefit any K-12 general or special education teacher, related service provider, parent or administrator who seeks to create more inclusive classrooms and schools.
Introduction to ArtificiaI Intelligence in Higher Education
Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms
1. Engaging
All
Learners:
5
Steps
to
Creating
More
Inclusive
Classrooms
Thursday,
April
14,
2016
Presented
by
Dr.
Julie
Causton,
Ph.D.
Professor
in
the
Inclusive
and
Special
Education
Program
at
Syracuse
University
Join
the
Teaching
All
Students
community:
www.edweb.net/inclusiveeducation
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Teaching
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7. ì
Engaging ALL Learners:
5 Steps to Creating More Inclusive Classrooms
Dr.
Julie
Causton
Syracuse
University
8. • Inclusive Special Education Teacher (K-12)
• Inclusion Consultant - Schools, Districts, Families
• Professor at Syracuse University
• Inclusive Elementary & Special Education Program
• Areas of interest
• Teacher happiness!
• Best practices - inclusive education
• Collaboration
• Differentiation
Dr. Julie Causton
9. Before we jump in…
Here
are
some
important
resources
for
YOU!
19. Agenda
Engage
them
ALL:
5
Steps
for
Creating
More
Inclusive
Classrooms
1) Get
clear
about
inclusion
2) Keep
students
in
3) Collaborate
in
new
ways
4) Support
all
academic
levels
5) Provide
humanistic
behavioral
supports
21. Inclusive Education
In
Principle,
inclusive
education
means:
…the
valuing
of
diversity
within
the
human
community.
When
inclusive
education
is
fully
embraced,
we
abandon
the
idea
that
children
have
to
become
“normal”
in
order
to
contribute
to
the
world…We
begin
to
look
beyond
typical
ways
of
becoming
valued
members
of
the
community,
and
in
doing
so,
begin
to
realize
the
achievable
goal
of
providing
all
children
with
an
authentic
sense
of
belonging
(pp.
38-‐39).
22. Inclusive Education
In
Practice,
inclusive
education
means,
A
Classroom
Model in
which
students
with
and
without
disabilities
are
based
in
a
regular
structure
and
benefit
from
the
shared
ownership
of
general
and
special
educators.
23. Inclusive Education
In
Practice,
inclusive
education
means,
A
Classroom
Model in
which
students
with
and
without
disabilities
are
based
in
a
regular
structure
and
benefit
from
the
shared
ownership
of
general
and
special
educators.
A
Student-‐centered
Approach
Beginning
with
Profiles
that
help
educators
appreciate
the
strengths
and
challenges
of
learners
with
and
without
disabilities
and
the
individualized
accomplishments
that
can
be
attained.
24. Inclusive Education
In
Practice,
inclusive
education
means,
A
Classroom
Model in
which
students
with
and
without
disabilities
are
based
in
a
regular
structure
and
benefit
from
the
shared
ownership
of
general
and
special
educators.
A
Student-‐centered
Approach
Beginning
with
Profiles
that
help
educators
appreciate
the
strengths
and
challenges
of
learners
with
and
without
disabilities
and
the
individualized
accomplishments
that
can
be
attained.
A
Schedule that
accounts
for
the
full
range
of
needs
in
the
class—where
no
student
engages
in
“pull
out”
or
alternative
activities
to
the
extent
that
disruptions
in
the
daily
schedule
and
in
peer
relationships
do
not
occur
25. Inclusive Education
In
Practice,
inclusive
education
means,
A
Classroom
Model in
which
students
with
and
without
disabilities
are
based
in
a
regular
structure
and
benefit
from
the
shared
ownership
of
general
and
special
educators.
A
Student-‐centered
Approach
Beginning
with
Profiles
that
help
educators
appreciate
the
strengths
and
challenges
of
learners
with
and
without
disabilities
and
the
individualized
accomplishments
that
can
be
attained.
A
Schedule that
accounts
for
the
full
range
of
needs
in
the
class—where
no
student
engages
in
“pull
out”
or
alternative
activities
to
the
extent
that
disruptions
in
the
daily
schedule
and
in
peer
relationships
do
not
occur
A
Curriculum that
is
rich
and
accommodating
for
all
students—and
when
further
individualized
to
meet
the
needs
of
a
particular
learner.
26. Inclusive Education
In
Practice,
inclusive
education
means,
A
Classroom
Model in
which
students
with
and
without
disabilities
are
based
in
a
regular
structure
and
benefit
from
the
shared
ownership
of
general
and
special
educators.
A
Student-‐centered
Approach
Beginning
with
Profiles
that
help
educators
appreciate
the
strengths
and
challenges
of
learners
with
and
without
disabilities
and
the
individualized
accomplishments
that
can
be
attained.
A
Schedule that
accounts
for
the
full
range
of
needs
in
the
class—where
no
student
engages
in
“pull
out”
or
alternative
activities
to
the
extent
that
disruptions
in
the
daily
schedule
and
in
peer
relationships
do
not
occur
A
Curriculum that
is
rich
and
accommodating
for
all
students—and
when
further
individualized
to
meet
the
needs
of
a
particular
learner.
A
Teaming
Process in
which
support
staff
work
in
flexible,
coordinated
ways
to
strengthen
the
collaborative
relationships
among
special
and
regular
educators,
parents
and
educators,
and
educators
and
the
community.
27. Inclusive Education
In
Practice,
inclusive
education
means,
A
Classroom
Model in
which
students
with
and
without
disabilities
are
based
in
a
regular
structure
and
benefit
from
the
shared
ownership
of
general
and
special
educators.
A
Student-‐centered
Approach
Beginning
with
Profiles
that
help
educators
appreciate
the
strengths
and
challenges
of
learners
with
and
without
disabilities
and
the
individualized
accomplishments
that
can
be
attained.
A
Schedule that
accounts
for
the
full
range
of
needs
in
the
class—where
no
student
engages
in
“pull
out”
or
alternative
activities
to
the
extent
that
disruptions
in
the
daily
schedule
and
in
peer
relationships
do
not
occur
A
Curriculum that
is
rich
and
accommodating
for
all
students—and
when
further
individualized
to
meet
the
needs
of
a
particular
learner.
A
Teaming
Process in
which
support
staff
work
in
flexible,
coordinated
ways
to
strengthen
the
collaborative
relationships
among
special
and
regular
educators,
parents
and
educators,
and
educators
and
the
community.
A
Classroom
Climate that
embraces
diversity,
fosters
a
sense
of
social
responsibility,
and
supports
positive
peer
relationships.
36. Derek-‐ Grade
4
IEP— “significant
behavioral
and
intellectual
disabilities”
“Cannot
benefit
from
instruction
in
the
general
education
environment”
“truancy
issues”
“low
self
esteem”
“continual
outbreaks
in
class”
“often
crying”
“easy
to
anger”
“is
a
runner”
“throws
desks”
“unmotivated”
37. Front Elementary School
ì K -5th grade - 500 kids
ì Racial Demographics
ì 31% African-American
ì 10% Latino
ì 10% Asian
ì 1% Native American
ì 48% White
ì Native Language
ì 12 languages
ì Significant numbers of Spanish and Hmong speaking families
ì SES
ì 50% poverty
ì Special Education
ì 14% of school
ì all categories of disability in home school
38. Special Ed Service Delivery: Before
Self-
Contained:
significant
disabilities
Inclusion
20+ 8
Resource
Resource
Resource
39. Inclusive Service Delivery: After
Inclusive
Teaming
Inclusive
Teaming
Inclusive
Teaming
Inclusive
Teaming
Inclusive
Teaming
40. ELL Model: ESL Pullout
Full
time
Pullout
Half-‐ time
Pullout
43. Student Achievement Results
Statewide Reading Test Data
Category
Before 3 years later
Students Tested (%) 70 98
All students – Proficient or advanced (%) 50 86
African-Americanstudents – Proficient or advanced(%) 33 78
Asian students – Proficient or advanced (%) 47 100
Hispanic students – Proficient or advanced (%) 18 100
Special educationstudents - Proficient or advanced (%) 13 60
ELL students - Proficient or advanced (%) 17 100
Students in poverty - Proficient or advanced (%) 40 78
44. No longer on the School In Need of
Improvement List
Before 3 Years Later
Students Tested (%) 76 98
Reading – Proficient or advanced % 52 84
Language Arts – 40 72
Math – Proficient or advanced % 42 75
Science- Proficient or advanced % 48 82
Social Studies – 48 91
State
High
Stakes
4th
Grade
Assessment
Data
46. Derek-‐ Grade
5
Inclusive
Education
“He
often
sits
in
the
car
early
for
school.
Doesn’t
want
to
be
late.”
47. Derek-‐ Grade
5
Inclusive
Education
“He
often
sits
in
the
car
early
for
school.
Doesn’t
want
to
be
late.”
“Hasn’t
missed
a
day
of
5th grade.”
48. Derek-‐ Grade
5
Inclusive
Education
“He
often
sits
in
the
car
early
for
school.
Doesn’t
want
to
be
late.”
“Hasn’t
missed
a
day
of
5th grade.”
“Delightful,
eager,
insightful,
participatory,
funny,
has
made
many
friends,
he
is
a
leader.
A
stellar
community
member.”
49. Derek-‐ Grade
5
Inclusive
Education
“He
often
sits
in
the
car
early
for
school.
Doesn’t
want
to
be
late.”
“Hasn’t
missed
a
day
of
5th grade.”
“Delightful,
eager,
insightful,
participatory,
funny,
has
made
many
friends,
he
is
a
leader.
A
stellar
community
member.”
In
February
of
his
5th grade
year.
Exited
from
special
education.
50. Derek-‐ Grade
5
Inclusive
Education
“He
often
sits
in
the
car
early
for
school.
Doesn’t
want
to
be
late.”
“Hasn’t
missed
a
day
of
5th grade.”
“Delightful,
eager,
insightful,
participatory,
funny,
has
made
many
friends,
he
is
a
leader.
A
stellar
community
member.”
In
February
of
his
5th grade
year.
Exited
from
special
education.
Honor
roll
student
in
middle
school.
52. Research… NO compelling body of evidence
q Heterogeneous well-‐taught classrooms cannot
produce the same or better achievement for ALL.
q Grouping, tracking, separating produces high levels
of achievement for ALL.
53. Where can I get more research on this?
ì 30+
Research
Articles
available
at
Inclusive
Schooling
55. ì When
we
don’t
plan…
what
co-‐teaching
models
do
we
typically
use?
Co-‐Teaching By Default
56. What does your co-‐teaching look like?
ì If
an
observer
walks
into
your
classroom
day
after
day,
week
after
week,
what
would
he
or
she
see
most
of
the
time?
ì A)
two
teachers
at
the
helm
ì B)
one
teacher
at
the
helm
and
one
standing
in
the
back
of
the
room
ì C)
one
teacher
at
the
helm
and
one
“floating”
through
the
classroom
ì D)
both
teachers
cowering
in
the
back
of
the
room,
overwhelmed
and
unsure
of
which
collaborative
structures
to
use
ì E)
a
wide
range
of
co-‐teaching
structures
and
different
arrangements
of
people,
desks
and
materials
57. Co-‐Teaching MODELS
Co-‐teaching
can
include
a
general
education
teacher,
a
special
education
teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area
specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and
paraprofessionals!
58. Co-‐Teaching MODELS
Co-‐teaching
can
include
a
general
education
teacher,
a
special
education
teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area
specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and
paraprofessionals!
• Duet
59. Co-‐Teaching MODELS
Co-‐teaching
can
include
a
general
education
teacher,
a
special
education
teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area
specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and
paraprofessionals!
• Duet
• One
Teach/
One
Assist
60. Co-‐Teaching MODELS
Co-‐teaching
can
include
a
general
education
teacher,
a
special
education
teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area
specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and
paraprofessionals!
• Duet
• One
Teach/
One
Assist
• One
Teach/One
Float
61. Co-‐Teaching MODELS
Co-‐teaching
can
include
a
general
education
teacher,
a
special
education
teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area
specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and
paraprofessionals!
• Duet
• One
Teach/
One
Assist
• One
Teach/One
Float
• One
Teach/One
Make
Multisensory
62. Co-‐Teaching MODELS
Co-‐teaching
can
include
a
general
education
teacher,
a
special
education
teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area
specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and
paraprofessionals!
• Duet
• One
Teach/
One
Assist
• One
Teach/One
Float
• One
Teach/One
Make
Multisensory
• Parallel
63. Co-‐Teaching MODELS
Co-‐teaching
can
include
a
general
education
teacher,
a
special
education
teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area
specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and
paraprofessionals!
• Duet
• One
Teach/
One
Assist
• One
Teach/One
Float
• One
Teach/One
Make
Multisensory
• Parallel
• Station
64. Duet
• Duet— Both
adults
engage
in
primary
teaching
roles
in
the
class;
instructors
collaboratively
lead
class
discussions,
answer
student
questions
or
facilitate
lectures
and
activities.
65. Duet
• Duet— Both
adults
engage
in
primary
teaching
roles
in
the
class;
instructors
collaboratively
lead
class
discussions,
answer
student
questions
or
facilitate
lectures
and
activities.
• Best
for:
66. Duet
• Duet— Both
adults
engage
in
primary
teaching
roles
in
the
class;
instructors
collaboratively
lead
class
discussions,
answer
student
questions
or
facilitate
lectures
and
activities.
• Best
for:
• introducing
a
unit
or
lesson
67. Duet
• Duet— Both
adults
engage
in
primary
teaching
roles
in
the
class;
instructors
collaboratively
lead
class
discussions,
answer
student
questions
or
facilitate
lectures
and
activities.
• Best
for:
• introducing
a
unit
or
lesson
• concluding
a
unit
or
lesson
68. Duet
• Duet— Both
adults
engage
in
primary
teaching
roles
in
the
class;
instructors
collaboratively
lead
class
discussions,
answer
student
questions
or
facilitate
lectures
and
activities.
• Best
for:
• introducing
a
unit
or
lesson
• concluding
a
unit
or
lesson
• facilitating
a
class
meeting
69. Duet
• Duet— Both
adults
engage
in
primary
teaching
roles
in
the
class;
instructors
collaboratively
lead
class
discussions,
answer
student
questions
or
facilitate
lectures
and
activities.
• Best
for:
• introducing
a
unit
or
lesson
• concluding
a
unit
or
lesson
• facilitating
a
class
meeting
• engaging
in
a
community-‐building
exercise
70. One Teach/One Assist
One
Teach/One
Assist— One
leads
the
lesson
while
the
other
supports
in
some
way
and
the
lead
person
is
usually
in
charge
of
the
content
while
the
assisting
teacher
adds
examples,
distributes
supplies
or
checks
in
with
students.
71. One Teach/One Assist
One
Teach/One
Assist— One
leads
the
lesson
while
the
other
supports
in
some
way
and
the
lead
person
is
usually
in
charge
of
the
content
while
the
assisting
teacher
adds
examples,
distributes
supplies
or
checks
in
with
students.
Helpful
for:
72. One Teach/One Assist
One
Teach/One
Assist— One
leads
the
lesson
while
the
other
supports
in
some
way
and
the
lead
person
is
usually
in
charge
of
the
content
while
the
assisting
teacher
adds
examples,
distributes
supplies
or
checks
in
with
students.
Helpful
for:
• setting
up
a
complex
presentation
or
demonstration
73. One Teach/One Assist
One
Teach/One
Assist— One
leads
the
lesson
while
the
other
supports
in
some
way
and
the
lead
person
is
usually
in
charge
of
the
content
while
the
assisting
teacher
adds
examples,
distributes
supplies
or
checks
in
with
students.
Helpful
for:
• setting
up
a
complex
presentation
or
demonstration
• managing
a
lesson
with
new
tech
tools,
equipment
or
assistive
technology
74. One Teach/One Assist
One
Teach/One
Assist— One
leads
the
lesson
while
the
other
supports
in
some
way
and
the
lead
person
is
usually
in
charge
of
the
content
while
the
assisting
teacher
adds
examples,
distributes
supplies
or
checks
in
with
students.
Helpful
for:
• setting
up
a
complex
presentation
or
demonstration
• managing
a
lesson
with
new
tech
tools,
equipment
or
assistive
technology
• managing
a
lesson
with
a
lot
of
directions
or
transitions
75. One Teach/One Assist
One
Teach/One
Assist— One
leads
the
lesson
while
the
other
supports
in
some
way
and
the
lead
person
is
usually
in
charge
of
the
content
while
the
assisting
teacher
adds
examples,
distributes
supplies
or
checks
in
with
students.
Helpful
for:
• setting
up
a
complex
presentation
or
demonstration
• managing
a
lesson
with
new
tech
tools,
equipment
or
assistive
technology
• managing
a
lesson
with
a
lot
of
directions
or
transitions
• setting
up
the
classroom
for
a
change
in
activities
76. One Teach/One Float
One
teach/one
float— a
good
model
to
use
during
lessons
where
one
teacher
is
demonstrating
something
that
students
need
to
imitate.
(i.e.
if
a
teacher
is
showing
learners
how
to
create
land
forms
with
modeling
clay,
the
second
teacher
can
be
floating
from
desk
to
desk
to
give
support
and
feedback
on
the
sculptures)
77. One Teach/One Float
One
teach/one
float— a
good
model
to
use
during
lessons
where
one
teacher
is
demonstrating
something
that
students
need
to
imitate.
(i.e.
if
a
teacher
is
showing
learners
how
to
create
land
forms
with
modeling
clay,
the
second
teacher
can
be
floating
from
desk
to
desk
to
give
support
and
feedback
on
the
sculptures)
Helpful
for:
78. One Teach/One Float
One
teach/one
float— a
good
model
to
use
during
lessons
where
one
teacher
is
demonstrating
something
that
students
need
to
imitate.
(i.e.
if
a
teacher
is
showing
learners
how
to
create
land
forms
with
modeling
clay,
the
second
teacher
can
be
floating
from
desk
to
desk
to
give
support
and
feedback
on
the
sculptures)
Helpful
for:
• getting
students
started
on
independent
work
or
group
work
79. One Teach/One Float
One
teach/one
float— a
good
model
to
use
during
lessons
where
one
teacher
is
demonstrating
something
that
students
need
to
imitate.
(i.e.
if
a
teacher
is
showing
learners
how
to
create
land
forms
with
modeling
clay,
the
second
teacher
can
be
floating
from
desk
to
desk
to
give
support
and
feedback
on
the
sculptures)
Helpful
for:
• getting
students
started
on
independent
work
or
group
work
• helping
students
assemble
into
any
assigned
pairings
or
groupings
80. One Teach/One Float
One
teach/one
float— a
good
model
to
use
during
lessons
where
one
teacher
is
demonstrating
something
that
students
need
to
imitate.
(i.e.
if
a
teacher
is
showing
learners
how
to
create
land
forms
with
modeling
clay,
the
second
teacher
can
be
floating
from
desk
to
desk
to
give
support
and
feedback
on
the
sculptures)
Helpful
for:
• getting
students
started
on
independent
work
or
group
work
• helping
students
assemble
into
any
assigned
pairings
or
groupings
• ensuring
that
students
are
following
along
with
a
demonstration,
model
or
example
81. One Teach/One Make Multisensory
One
Teach/One
Make
Multisensory — teachers
focus
on
how
to
build
in
creative
approaches,
by
using
two
adults
to
integrate
each
lesson
with
multiple
strategies
and
tools
to
reach
all
learners
(i.e.
dramatic
reenactments,
costumes
and
props,
audio
cues
or
music,
visuals,
presentation
software
and
new
apps
and
websites)
82. One Teach/One Make Multisensory
One
Teach/One
Make
Multisensory — teachers
focus
on
how
to
build
in
creative
approaches,
by
using
two
adults
to
integrate
each
lesson
with
multiple
strategies
and
tools
to
reach
all
learners
(i.e.
dramatic
reenactments,
costumes
and
props,
audio
cues
or
music,
visuals,
presentation
software
and
new
apps
and
websites)
Best
for:
83. One Teach/One Make Multisensory
One
Teach/One
Make
Multisensory — teachers
focus
on
how
to
build
in
creative
approaches,
by
using
two
adults
to
integrate
each
lesson
with
multiple
strategies
and
tools
to
reach
all
learners
(i.e.
dramatic
reenactments,
costumes
and
props,
audio
cues
or
music,
visuals,
presentation
software
and
new
apps
and
websites)
Best
for:
• offering
more
than
one
mode
of
output
during
a
lesson
(e.g.,
auditory
and
visual)
84. One Teach/One Make Multisensory
One
Teach/One
Make
Multisensory — teachers
focus
on
how
to
build
in
creative
approaches,
by
using
two
adults
to
integrate
each
lesson
with
multiple
strategies
and
tools
to
reach
all
learners
(i.e.
dramatic
reenactments,
costumes
and
props,
audio
cues
or
music,
visuals,
presentation
software
and
new
apps
and
websites)
Best
for:
• offering
more
than
one
mode
of
output
during
a
lesson
(e.g.,
auditory
and
visual)
• adding
interest,
humor
or
a
bit
of
drama
to
a
lesson
85. One Teach/One Make Multisensory
One
Teach/One
Make
Multisensory — teachers
focus
on
how
to
build
in
creative
approaches,
by
using
two
adults
to
integrate
each
lesson
with
multiple
strategies
and
tools
to
reach
all
learners
(i.e.
dramatic
reenactments,
costumes
and
props,
audio
cues
or
music,
visuals,
presentation
software
and
new
apps
and
websites)
Best
for:
• offering
more
than
one
mode
of
output
during
a
lesson
(e.g.,
auditory
and
visual)
• adding
interest,
humor
or
a
bit
of
drama
to
a
lesson
• showing
a
new
tech
tool
86. One Teach/One Make Multisensory
One
Teach/One
Make
Multisensory — teachers
focus
on
how
to
build
in
creative
approaches,
by
using
two
adults
to
integrate
each
lesson
with
multiple
strategies
and
tools
to
reach
all
learners
(i.e.
dramatic
reenactments,
costumes
and
props,
audio
cues
or
music,
visuals,
presentation
software
and
new
apps
and
websites)
Best
for:
• offering
more
than
one
mode
of
output
during
a
lesson
(e.g.,
auditory
and
visual)
• adding
interest,
humor
or
a
bit
of
drama
to
a
lesson
• showing
a
new
tech
tool
• engaging
in
a
demonstration
89. Parallel
Parallel— involves
splitting
the
class
into
two
sections
and
each
teacher
can….
• Teach
the
exact
same
content;
• Introduce
two
different
activities,
concepts
or
ideas
and
then
swap
sections
(or,
don’t
switch
and
let
students
return
to
the
larger
group
and
share
new
content
with
peers);
90. Parallel
Parallel— involves
splitting
the
class
into
two
sections
and
each
teacher
can….
• Teach
the
exact
same
content;
• Introduce
two
different
activities,
concepts
or
ideas
and
then
swap
sections
(or,
don’t
switch
and
let
students
return
to
the
larger
group
and
share
new
content
with
peers);
• Teach
two
groups
based
on
interests
and
conduct
a
series
of
mini-‐
lessons
on
this
information
91. Station
Station— teachers
divide
instructional
content
into
two,
three,
or
more
segments
and
present
the
content
at
separate
locations
within
the
classroom.
They
can
be
activity-‐based
or
even
teacher-‐
led.
92. Station
Station— teachers
divide
instructional
content
into
two,
three,
or
more
segments
and
present
the
content
at
separate
locations
within
the
classroom.
They
can
be
activity-‐based
or
even
teacher-‐
led.
Key
steps
to
planning
stations:
• Will
you
provide
opportunities
for
practice,
discussion,
problem
solving,
review
of
new
material,
partner
reading,
product
creation
or
tech
tool
exploration?
93. Station
Station— teachers
divide
instructional
content
into
two,
three,
or
more
segments
and
present
the
content
at
separate
locations
within
the
classroom.
They
can
be
activity-‐based
or
even
teacher-‐
led.
Key
steps
to
planning
stations:
• Will
you
provide
opportunities
for
practice,
discussion,
problem
solving,
review
of
new
material,
partner
reading,
product
creation
or
tech
tool
exploration?
• How
many
stations
will
you
need?
94. Station
Station— teachers
divide
instructional
content
into
two,
three,
or
more
segments
and
present
the
content
at
separate
locations
within
the
classroom.
They
can
be
activity-‐based
or
even
teacher-‐
led.
Key
steps
to
planning
stations:
• Will
you
provide
opportunities
for
practice,
discussion,
problem
solving,
review
of
new
material,
partner
reading,
product
creation
or
tech
tool
exploration?
• How
many
stations
will
you
need?
• How
you
will
direct
the
flow
of
your
stations?
(i.e.
student
choice,
advance
only
when
task
is
completing,
rotating
stations)
95. New book on its way!
www.cotaughtclassroom.com
97. Differentiating Instruction
“At
its
most
basic
level,
differentiation
means
shaking
up
what
goes
on
in
the
classroom
so
that
students
have
multiple
options
for
taking
in
information,
making
sense
of
ideas,
and
expressing
what
they
learn. In
other
words
the
differentiated
classroom
provides
different
avenues
to
acquiring
content,
processing
or
making
sense
of
ideas,
and
developing
products.”
Carol
Ann
Tomlinson
103. Top 7 Support Tools
to Have at All Times
1. Dry erase board
104. Top 7 Support Tools
to Have at All Times
1. Dry erase board
105. Top 7 Support Tools
to Have at All Times
1. Dry erase board
2. Post-it notes
106. Top 7 Support Tools
to Have at All Times
1. Dry erase board
2. Post-it notes
107. Top 7 Support Tools
to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
108. Top 7 Support Tools
to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
109. Top 7 Support Tools
to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
110. Top 7 Support Tools
to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
111. Top 7 Support Tools
to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
112. Top 7 Support Tools
to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
113. Top 7 Support Tools
to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
6. Highlighter tape
114. Top 7 Support Tools
to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
6. Highlighter tape
115. Top 7 Support Tools
to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
6. Highlighter tape
7. Fidgets
116. Top 7 Support Tools
to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
6. Highlighter tape
7. Fidgets
117. § Pen or marker
§ With friends or alone
§ Materials (agenda, word window, size of paper, timer)
§ Support (peer, adult etc.)
Provide Choice
118. Classroom and Student Specific Supports
q Body Positioning or Working Ways
q Giving Directions
146. ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
MORE
WAYS
TO
MAKE
IT
FUN!
147. ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
MORE
WAYS
TO
MAKE
IT
FUN!
148. ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
ì Keep
‘em moving
ì Spelling
aerobics,
talk
walks,
jump
out
the
answer/
sign
the
answer
ì 1-‐minute
dance
parties
MORE
WAYS
TO
MAKE
IT
FUN!
149. ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
ì Keep
‘em moving
ì Spelling
aerobics,
talk
walks,
jump
out
the
answer/
sign
the
answer
ì 1-‐minute
dance
parties
MORE
WAYS
TO
MAKE
IT
FUN!
150. ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
ì Keep
‘em moving
ì Spelling
aerobics,
talk
walks,
jump
out
the
answer/
sign
the
answer
ì 1-‐minute
dance
parties
ì Highlight
Strengths
ì Write
&
direct
a
play
for
the
theatrical
student
ì Resident
expert
on
fractions
MORE
WAYS
TO
MAKE
IT
FUN!
151. ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
ì Keep
‘em moving
ì Spelling
aerobics,
talk
walks,
jump
out
the
answer/
sign
the
answer
ì 1-‐minute
dance
parties
ì Highlight
Strengths
ì Write
&
direct
a
play
for
the
theatrical
student
ì Resident
expert
on
fractions
MORE
WAYS
TO
MAKE
IT
FUN!
152. ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
ì Keep
‘em moving
ì Spelling
aerobics,
talk
walks,
jump
out
the
answer/
sign
the
answer
ì 1-‐minute
dance
parties
ì Highlight
Strengths
ì Write
&
direct
a
play
for
the
theatrical
student
ì Resident
expert
on
fractions
ì Shake
up
the
Structure
ì Stations,
collaborative
work
ì Jigsaw
content
&
have
the
students
teach!
MORE
WAYS
TO
MAKE
IT
FUN!
153. ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
ì Keep
‘em moving
ì Spelling
aerobics,
talk
walks,
jump
out
the
answer/
sign
the
answer
ì 1-‐minute
dance
parties
ì Highlight
Strengths
ì Write
&
direct
a
play
for
the
theatrical
student
ì Resident
expert
on
fractions
ì Shake
up
the
Structure
ì Stations,
collaborative
work
ì Jigsaw
content
&
have
the
students
teach!
MORE
WAYS
TO
MAKE
IT
FUN!
154. ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
ì Keep
‘em moving
ì Spelling
aerobics,
talk
walks,
jump
out
the
answer/
sign
the
answer
ì 1-‐minute
dance
parties
ì Highlight
Strengths
ì Write
&
direct
a
play
for
the
theatrical
student
ì Resident
expert
on
fractions
ì Shake
up
the
Structure
ì Stations,
collaborative
work
ì Jigsaw
content
&
have
the
students
teach!
ì Closures
ì Whip
around,
5
Fingers,
ticket
out
the
doors!
MORE
WAYS
TO
MAKE
IT
FUN!
155. ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
ì Keep
‘em moving
ì Spelling
aerobics,
talk
walks,
jump
out
the
answer/
sign
the
answer
ì 1-‐minute
dance
parties
ì Highlight
Strengths
ì Write
&
direct
a
play
for
the
theatrical
student
ì Resident
expert
on
fractions
ì Shake
up
the
Structure
ì Stations,
collaborative
work
ì Jigsaw
content
&
have
the
students
teach!
ì Closures
ì Whip
around,
5
Fingers,
ticket
out
the
doors!
MORE
WAYS
TO
MAKE
IT
FUN!
157. Concept 5 – Provide Humanistic
Behavior Supports
158. ì All behavior is a message to be decoded
ì Negative behavior is on the continuum of all
human behavior
Challenging Behavior
159. ì Change
the
reinforcement
ì Impose
a
consequence
ì Not
rewarding
ì Punishing
ì Ignoring
ì Forcing
the
student
to
behave
Typical Responses to Behavior
160. Function of Behavior
ì Universal
Desires
ì Autonomy
ì Relationships
ì Interdependence
ì Safety
and
Trust
ì Self-‐Esteem
and
Belonging
ì Self-‐Regulation
ì Accomplishment
ì Communication
ì Pleasure
and
Joy
161. What the behavior may be communicating..
ì Attention
ì Escape/Avoidance
ì Control
ì Revenge
ì Self-Regulation
ì Play/Entertainment
ì Other (I don’t understand, I am bored…)
162. We just might be asking the wrong
questions…
ì How can we get him to behave and to complete
work?
ì How can we get him to respect others?
ì What consequences might be effective in
changes in her behavior?
ì What reinforcement might be effective in
changing her behavior?
163. ì What is she trying to communicate with her
behavior?
ì Does she feel comfortable, safe, valued,
empowered?
ì Is the curriculum challenging, motivating,
interesting?
ì How can we help him connect to others?
ì How can this student experience joy in
school?
New questions …
164. If you know how students misbehave, you know how
they are smart.
If you know how they are smart, you know what they
need MORE of.
What do they need!
169. 5Concepts— a Review
ì Concept
1
– Get
Clear
on
Inclusion
ì Concept
2
— Keep
Students
IN
170. 5Concepts— a Review
ì Concept
1
– Get
Clear
on
Inclusion
ì Concept
2
— Keep
Students
IN
ì Concept
3— Collaborate
in
New
Ways
171. 5Concepts— a Review
ì Concept
1
– Get
Clear
on
Inclusion
ì Concept
2
— Keep
Students
IN
ì Concept
3— Collaborate
in
New
Ways
ì Concept
4— Support
All
Academic
Levels
172. 5Concepts— a Review
ì Concept
1
– Get
Clear
on
Inclusion
ì Concept
2
— Keep
Students
IN
ì Concept
3— Collaborate
in
New
Ways
ì Concept
4— Support
All
Academic
Levels
ì Concept
5
— Provide
Humanistic
Behavioral
Supports
175. I wish you the BEST on your journey to create inclusive
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176. Question
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177. Question
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Teaching
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