Week 14 collaboration a
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This document discusses strategies for teaching students with mild to moderate intervention needs. It covers explicit instruction, strategy instruction, differentiated instruction, collaboration, consultation, and co-teaching. Explicit instruction uses a clear multi-step process to teach content. Strategy instruction teaches skills that apply across topics rather than specific content. Differentiated instruction modifies what or how a student learns based on their needs through accommodations or modifications. Collaboration involves teams working together for students. Consultation provides support between professionals. Co-teaching uses two teachers with shared responsibility in the classroom.
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Contextualized Pedagogical Strategies at the Instituto de Educación Integral ...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.Differentiation
Differentiated instruction is tailored instruction that meets the needs of all students within the same classroom. It involves flexible grouping and regrouping of students based on assessment data to target shared needs. The range of reading abilities in classrooms has increased, requiring differentiation. Effective differentiation includes data-based planning, matching texts to readers, and varying instruction. Teachers should establish routines, arrange classrooms flexibly, allocate time well, and use various grouping patterns including whole class, small groups, pairs and individual. Academic engagement is increased through techniques like checking for understanding during teacher-directed lessons and peer partnerships during independent work.
Challenges and Truimphs of Nonnative English Speakers in IEPs - Part 2
The document discusses challenges faced by non-native English speaking teachers in intensive English programs, including difficulties with pronunciation, translation between first and second languages, and feeling unprepared for advanced levels. It also presents NNS teacher perspectives on their experiences and how administration can provide support through workshops, clear guidelines, feedback, and incorporating teacher opinions into curriculum decisions. The seminar enhanced participant understanding of EFL management through sharing experiences with different approaches and developing projects related to teacher training, supervision, curriculum development, and program evaluation.
PPT-STUDENT-TEACHING.pptx
The document outlines the student teaching program at a university. It discusses the rationale for student teaching experiences and describes the program's structure. Student teaching is viewed as the most important experience in teacher education. The program provides progressive stages of observation, participation, teaching assistance, and guided classroom teaching. It aims to help student teachers develop skills to manage classrooms and support student learning. The document also provides qualifications for student teaching, assessment guidelines, topics for lesson plans, and tips for student teachers.
Assessment of educational needs
1. The document discusses assessment of diverse learners, including students from different racial, ethnic, cultural, linguistic, or socioeconomic backgrounds who learn differently than the majority.
2. It defines key terms related to assessing diverse learners, such as exemption (allowing alternative assessments for students with disabilities), concession (additional assessment flexibility), adaptation (modifying curriculum for students), and accommodation (changing how students access curriculum or demonstrate learning).
3. The assessment of diverse learners requires teachers to use different instructional methods, constantly monitor student understanding, and recognize each student's unique background and needs in order to help all students succeed.
Assessment of diverse, learners,exemption, concessions, adaptation & acco...
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learner’s assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
Unit 1 differntiation reading
The document discusses differentiation in teaching and provides examples of different levels of differentiation including no differentiation, micro-differentiation, and macro-differentiation. It also discusses methods of differentiation including differentiation by task, collaborative learning, differentiation by material, and differentiation by outcome. The benefits of differentiation for both teachers and students are noted, including catering to different learning needs, ongoing assessment to adjust teaching, and focusing on individual students. While differentiation requires more resources and support, it is generally considered beneficial for teachers to use as it improves their skills in dealing with diverse students.
Project based education
2014 Uluslararası Lider Martılar Projeleri_No 8
2014 International ICT Leading Seagulls Projecxts #8
Inclusion & Mainstreaming 1
Dr. Kristine Strong, gives best practices in Inclusion and Mainstreaming. Dr. Strong is a Licensed Educational Psychologist in Northern California.
Lesson plan 2nd class
A lesson plan has several essential components:
1. Learning objectives that specify what students will learn and be able to do by the end of the lesson.
2. A warm-up or review activity to introduce the lesson and connect it to prior learning.
3. An introduction that focuses students' attention on the lesson objective and relates it to their lives through specific activities.
4. A presentation that introduces new topics and checks student comprehension.
Taller planning 09 primaria
The document provides guidance for English language teachers on lesson planning. It discusses key concepts in lesson planning such as objectives, materials, activities and assessment. It provides examples of different parts of a lesson including warm-up, presentation, practice and production. It also outlines principles for planning such as variety, flexibility and considering the needs of students, school and community. Guidelines are given for developing clear instructions and checking student comprehension.
Friend's co teaching model
The document defines co-teaching as two or more professionals jointly delivering instruction to a diverse group of students in a shared classroom space. It describes six approaches to co-teaching: station teaching, parallel teaching, alternative teaching, team teaching, one teaching/one observing, and one teaching/one drifting. The rationale for co-teaching is that it meets students' individual needs, provides individualized instruction in a general education environment, and creates positive social interactions among students and teachers.
Di bedford hs 2010
This document provides an overview of differentiated instruction strategies presented by educational consultants. It defines differentiated instruction as a set of teaching decisions that bring learning within reach of each student by providing varied learning options tailored to student needs. The document discusses how differentiated instruction is not one-size-fits-all and involves ongoing assessment to make learning meaningful through flexible content, processes, and products. Examples of differentiated instruction strategies are provided, such as graphic organizers, think-pair-share, and response cards to actively engage students.
Differentiated Instruction (1).pptx
This document provides an overview of differentiated instruction. It begins by noting that differentiated instruction is a broad topic that cannot be fully covered in the brief presentation. It then lists the learner objectives, which are for participants to become familiar with vocabulary, understand principles of differentiating content, process and product, and be able to implement instructional strategies. The document then discusses concepts like readiness levels, interests and learning profiles that contribute to student diversity. It also outlines principles of a differentiated classroom and compares traditional and differentiated models. Specific differentiation strategies like tiered lessons, flexible grouping and anchor activities are then explained in more detail.
edd581_r2_actionresearchproposaltemplateshirleens%2B2
This document outlines an action research proposal to determine whether small group instruction or whole group instruction is more effective for improving middle school students' comprehension of informational text. The researcher will give pre-tests to students and divide them into small reading groups based on skill level. One group will receive small group instruction while the other receives whole group instruction. Both groups will be taught the same reading comprehension strategies. Post-tests will assess students' growth and determine which instructional method was most effective at improving informational text comprehension. The eight week study aims to help students understand science and social studies concepts.
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Challenges and Truimphs of Nonnative English Speakers in IEPs - Part 2
Challenges and Truimphs of Nonnative English Speakers in IEPs - Part 2
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Weekfourteen highschool
Transitioning to high school involves providing information and support to both parents and students. It requires collaboration between middle and high school personnel to share information and ensure academic and social supports are in place. Effective transition planning involves bringing together a large team including agencies outside K-12 education and most importantly, including students. The key ideas are using backward planning to structure transition activities and promoting self-advocacy skills in students.
Week Three Assignment Description
This research used qualitative, quantitative, and meta-analysis methodologies to investigate the relationships between different variables. The results showed what occurred but the research must also demonstrate trustworthiness, accessibility, and usability.
Week three law and research
This document provides an overview of week three topics for an education course, including laws impacting special education like IDEA and NCLB. It discusses key components of IDEA like IEP teams, FAPE, and LRE. Research on collaboration between teachers, parents, and other professionals is presented showing positive impacts on student outcomes, especially early on. Students are assigned to conduct their own research on a topic using valid methodology and addressing results and trustworthiness.
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This document provides an instruction on co-teaching. It discusses various co-teaching models including one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching. It emphasizes the importance of equity, shared responsibility, planning, and developing positive professional relationships for effective co-teaching. The document also defines co-teaching and mentions examples of co-teaching situations to be referenced.
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This document provides an introduction to physical disabilities for a course on exceptionalities. It defines physical disability and orthopedic impairment under Ohio law. It notes the prevalence of orthopedic impairments is around 0.9% of the school population. Specific conditions discussed include cerebral palsy, muscular dystrophy, spina bifida, seizure disorders, and asthma. The document stresses the importance of language and definitional clarity. It also notes that instructional approaches for students with physical disabilities must be as diverse as the populations due to the wide variation between individuals.
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This document provides an introduction and definitions for various low incidence disabilities including traumatic brain injury (TBI), deaf-blindness, multiple disabilities, cognitive disabilities and autism. It notes that all the disabilities discussed affect less than 1% of the population and definitions are provided from legal standards rather than severity. Characteristics of TBI are described as widely variable depending on the nature, location and severity of the injury and may include memory, learning and behavioral issues.
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This document discusses low incidence disabilities including traumatic brain injury (TBI), deaf-blindness, multiple disabilities, autism, and conduct disorder (CD). It defines each disability and notes that they each affect less than 1% of the population. For students with these disabilities, instruction and services should be based on individual needs rather than a "severe" distinction, and approaches may vary as widely as the populations themselves.
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This 3 sentence summary provides an overview of an introductory document for an exceptionalities course. The document outlines getting started for the semester, addressing any technology issues, and reviewing the syllabus and online discussion procedures to facilitate a sense of community and ensure all students can access course materials. It also references introductory screencasts for the class.
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This document provides an overview of topics that will be covered in an introductory special education course over the semester. Some of the key topics introduced include inclusion, labels, universal design for learning, differentiated instruction, technology, accommodations and modifications, identification, assessment, early intervention, transition, and discipline. The instructor acknowledges there is a lot of material to cover from the textbook and certain topics will be examined more closely than others.
Week nine sped 23000 communication
Students with communication disorders may have speech or language impairments that adversely affect their educational performance, such as stuttering, impaired articulation, language impairments, or voice impairments. Speech and language services can exist as the principal service or as a related service to assist a child with another disability. Language acquisition involves the development of phonology, morphology, syntax, semantics, and pragmatics. Types of communication disorders include phonological disorders, articulation disorders, voice disorders, fluency disorders like stuttering, and motor speech disorders. When working with students with communication disorders, teachers should be sensitive, aware, collaborate with speech language pathologists, and provide early intervention.
Week eight sped 23000 ebd
1) The document discusses students with emotional and behavioral disorders (EBD) and provides Ohio's legal definition which includes inability to learn or build relationships, inappropriate behavior, unhappiness, or physical fears associated with school or personal problems.
2) It notes that identification and characteristics of EBD are intertwined and that evaluation is multidisciplinary and multifaceted with no single cutoff score. Characteristics can be internalizing like low activity or withdrawn behavior, or externalizing like aggression or argumentativeness.
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1) This document provides an introduction to exceptionalities and students with ADHD for an education course.
2) It defines ADHD and clarifies that it is classified as an "other health impairment" rather than having its own category. ADHD is generally diagnosed by medical professionals based on DSM criteria.
3) The document recommends several research papers and textbooks for understanding the characteristics of ADHD and effective treatment options, noting these sources provide better analysis than typical lectures.
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1. The document provides an introduction to specific learning disabilities, including the historical context and definitions of SLD.
2. Specific learning disabilities are a heterogeneous group of disorders that can affect areas such as reading, writing, math, reasoning, and organization. Identification is typically done through a discrepancy model or response to intervention.
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This document provides an overview of topics to be covered in a course on exceptionalities, including multiculturalism, identification processes, and families. It notes that representation of certain racial groups is disproportionate among some disability categories. Boys significantly outnumber girls in being identified for disabilities overall. Proper evaluation and identification is important and must be conducted without bias using valid methods. Response to Intervention is an alternative approach to identifying learning disabilities that examines student response to instructional interventions. Families are important members of the identification and planning process.
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This document provides an introduction to exceptionalities and special education. It defines key terms like disability, handicap, and inability. It explains that special education is specially designed instruction to meet the unique needs of students with disabilities. This instruction can take place in various settings and includes services like modified lessons, previews of new material, and behavior support systems. The document also outlines the legal framework for special education including students' rights to a free and appropriate public education under laws like the Individuals with Disabilities Education Act. It notes several important terms and documents used in special education services and planning, such as IEPs, ETRs, and LRE designations.
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This document provides an introduction to exceptionalities and special education. It defines key terms like disability, handicap, and special education. It outlines the various disability categories under the Individuals with Disabilities Education Act. It also summarizes important aspects of special education including the continuum of services, placement considerations, and important legal terms and documents like the IEP. The document is meant to give context and an overview of the history, laws, and foundations of special education.
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