Hello! Thanks for coming.Hello! Thanks for coming.

1.1. Please sign in.Please sign in.

2.2. Remember to pick up a packet of Remember to pick up a packet of handouts.handouts.

3.3. Get started on the “Match the Model” Get started on the “Match the Model” activity.activity.

Working Together for Student Success(Collaborative Teaching)

November 28, 2011Presented by

Carie Corley-Hughes and Jolene Drew

• What are some ways we have implemented co-teaching so far?

• Why do we need to make adaptations for students with IEPs?

• How might we define adaptations, accommodations, modifications and differentiated instruction?

• What are eight ways to adapt curriculum and what are some examples of each type?

• What are some processes for adapting?• How can we apply this information to our

students/classes?

Here’s Where We’re Going…

Illinois Professional Teaching Standards• Standard 3: Diversity

Performance Indicator 3K. Uses a wide range of instructional strategies and technologies to meet and enhance diverse student needs.

• Standard 4: Planning for Instruction The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and the curriculum goals.

• Standard 5: Learning EnvironmentThe teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

• Standard 6: Instructional DeliveryPerformance Indicator 6O. Adapts the general curriculum and uses instructional strategies and materials according to the characteristics of the learner.

• Standard 9: Collaborative RelationshipsPerformance Indicator 9S. Demonstrates the ability to co-teach and co-plan.

Let’s Review

Match the Model1 2 3

4 5 6

Match the Model1 2 3

4 5 6

Parallel

Teaching

Parallel Teaching

• Both teachers teach the same material

• Lower pupil/teacher ratio• Strategic grouping possible• Additional opportunities for students

to respond & be monitored

Match the Model

1 2 3

4 5 6

Parallel

Teaching

Station

Teaching

Station Teaching

• Centers• Mini-Lessons• Cooperative Learning Groups• Literature Circles

Match the Model1 2 3

4 5 6

Parallel

Teaching

Team

Teaching

Station

Teaching

Team Teaching

• 1 talks ……. 1 demonstrates• 1 lectures ……. 1 takes notes• Point ……. Counterpoint• 1 introduces ……. 1 “thinks aloud”• 1 teaches …….1 provides examples• 1 teacher …….1 provides recall strategies

Match the Model

1 2 3

4 5 6

Parallel

Teaching

One Teach,

One Assist “Drift”

Team

Teaching

Station

Teaching

One Teach, One Assist (Drift)

Most used….

One Teach, One Assist (Drift)

The drifter comes to town… and

abused….

Match the Model1 2 3

4 5 6

Parallel

Teaching

One Teach,

One Observe

One Teach,

One Assist

Team

Teaching

Station

Teaching

Match the Model1 2 3

4 5 6

Parallel

Teaching

Alternative

Teaching

One Teach,

One Observe

One Teach,

One Assist

Team

Teaching

Station

Teaching

Alternative Teaching

• Small group on the side for:– Enrichment– Pre-teaching– Demonstration– A “clinic” on a specific skill– Presenting lesson using another intelligence– Assessment

Three Stages of Co-teaching Relationships

Gately & Gately, 2001)

Communication & CollaborationGately & Gately, 2001)

Tracking Our Progress through the 3 Stages

Gately & Gately, 2001)

Tips, Strategies &

Tools

Let’s Make a Mini Memory Book

Inclusive Teaching Tip #1

Get to know your students.

Review IEPs

IEP

Student Strengths??

Accommodations/Modifications &

Supports??

Goals & Objectives/

Benchmarks??

Behavioral Intervention

Plan??

IEP at a Glance

Student’s Name: Support Teacher (s):

Areas of Focus Accommodations Recommended

Notes

Reading:

Math:

Communication (Oral or Written):

Behavior:

Assessment:

PROGRAM-AT-A-GLANCE

NAME Charles DATE _____________________

POSITIVE STUDENT PROFILE IEP-AT-A-GLANCE  -Loves dinosaurs -Respond to simple questions (what, who, where) -Tunes in to movies & computer -Expand receptive & expressive vocabulary -Acts out favorite parts of TV shows -Follow simple group directions -Beginning to enjoy copying letters from -Continue conversation on topic magazines -Re-tell simple story -Chooses building activities -Identify & name letters in first name -Imitates other students -Copy name

MANAGEMENT NEEDS:  -May have difficulty waiting for his turn

M. Giangreco (1996). Vermont Interdependent Services Team Approach (VISTA). (Appendix C).

Baltimore: Paul H. Brookes.

As a learner, are you more like a …

Teddy Bear

SocialWarm fuzzy

Interested in peopleUses all senses

Slinky

FlexibleCreative

Goes with the flow

Magnifying LensAsks why?

Looks carefully at thingsPrefers to reinvent

the wheel

Paper Clip

OrganizedAccurateKeeps things togetherLikes lists & timelines

Mastery Interpersonal

Discovery Self-expressive

What motivates these learners? Mastery Interpersonal

Discovery Self-expressive

Feeling Competent

Good Grades

Clear Expectations

Connecting with Personal

Experience

Sense of Belonging

Quality of Relationships

Discovery Tasks

Understanding

Questioning

Imagining & Creating

Personal Expression

Communication

Questions in Style…

DiscoveryWhat is happening in

the story?

What is the meaning of the story?

Which character do you relate to the

most?During the argument, what do you imagine

the main character was thinking?

Interpersonal

Self-expressive

Mastery

4 Corners• Move to the corner

dedicated to your main learning style.

• With 1-2 others discuss this question:

What are some strategies or supports that help YOU as a learner?

3 CornersDo you consider yourself primarily an auditory, visual or tactile-kinesthetic learner?

Move to the corner that best represents your learning style.

Primary Learning Mode…What are the percentages?

Visual 46%

Auditory 19%

Tactile Kinesthetic

35%46%46%35%35%

19%19%

LEARNER PROFILE CARDSGender stripe: pink for females, blue for males

Modality Multiple Intelligencesauditory verbal-linguistic, spatial, visual musical, logicalkinesthetic mathematical,

naturalist, interpersonal, intrapersonal, bodily-kinesthetic

Interests, Other Important InformationSternberg Who Are You? (H. Silver)analytical paper clippractical slinky creative teddy bear magnifying glass

Then….Plan together to make the changes needed to maximize their learning and provide access to the curriculum.

First…. Get to know your students.

Inclusive Teaching Tip #2

Plan for diversity.

Assumptions About Adapting Curriculum

1. Adapting is for all students.

2. Adapting is not new.

3. Adapting is best approached through collaborative problem solving.

4. Adapting starts with individualized student goals.

5. Adapting maximizes participation in typical curriculum and instruction.

6. Adapting can be supported by instructional strategies.

A Planning StructureGeneral ed teacher

prepares an outline of upcoming

curriculum.

General & special ed teachers jointly decide how

to arrange teachers & students to accomplish curriculum

priorities.

Special educator (with assistance from regular

educator) makes accommodations & modifications for

students with special needs.

Instructional Planning(Gately & Gately, 2001)

SameAdapted/ Supplemented

Multi-Level

Same activitiesSame objectivesAccommodations

Same activitiesSame objectives

(may prioritize)Accommodations &

modifications for success

Same curricular areaDifferent objectivesSignificant

modifications (using same or different materials)

Student Participation Options in General Education Classroom Activities

Planning Pyramid

Most Important Concepts to Lesson/Unit

Foundational Concepts,Selected Higher Order Concepts

Next Most Important Info.

Incidental to Concepts

More complex, abstract, & detailed

Additional facts, extensions of base concepts, more complex concepts and vocabulary

Broad concepts, relevant applications, key vocabulary

What some students will learn

What most students will learn

What ALL studentsshould learn

Schumm, J. S., Vaughn, S. & Harris J. (1997). Pyramid Power for Collaborative Planning, Teaching Exceptional Children, 26 (6), 62-66. Adapted by Project CHOICES.

State Goal 12

Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.

Middle/Junior High School12.E.3a Analyze and explain large-scale

dynamic forces, events and processes that affect the Earth’s land, water, and atmospheric systems (e.g. jet stream, hurricanes, plate tectonics).

Planning Pyramid

The Earth is continuously changing. Change may happen immediately or over time.

Pangaea, geography of

plates & volcanoes

Three types of volcanoes,predicting eruptions,

tectonic plates, rings of fire

Hurricanes, volcanoes, earthquakes

What some students will learn

What most students will learn

What ALL studentsshould learnAdapted from: Schumm, J. S., Vaughn, S. & Harris J.,

“Pyramid Power for Collaborative Planning”

Planning Pyramid

* Write your complete address. * Countries that border of our country* Identify Continents

*Identify states that border our state.*Identify in a list the names of our city, state, and country.•Identify the location of our city, state, and country on a map.

What some students will learn

What most students will learn

What ALL studentsshould learnAdapted from: Schumm, J. S., Vaughn, S. & Harris J.,

“Pyramid Power for Collaborative Planning”

*Learn verbally your complete address- street name, number, city, state ,and country.*Identify on a map the location of our country and state.

Planning Pyramid

Most Important Concepts to Lesson/Unit

Foundational Concepts,Selected Higher Order Concepts

Next Most Important Info.

Incidental to Concepts

More complex, abstract, & detailed

Additional facts, extensions of base concepts, more complex concepts and vocabulary

Broad concepts, relevant applications, key vocabulary

What some students will learn

What most students will learn

What ALL studentsshould learn

Schumm, J. S., Vaughn, S. & Harris J. (1997). Pyramid Power for Collaborative Planning, Teaching Exceptional Children, 26 (6), 62-66. Adapted by Project CHOICES.

Let’s Try it Out!

PartnerProcessing

With a partner, discuss a lesson that will be taught next week.

Fill in the various components of the pyramid.

Planning Pyramid

What some students will learn

What most students will learn

What ALL studentsshould learnAdapted from: Schumm, J. S., Vaughn, S. & Harris J.,

“Pyramid Power for Collaborative Planning”

Effective Instructional Strategies

for All Learners

Co-Teaching

MultipleIntelligences

Cooperative Learning

Family Partnerships

Natural Supports Technology

Integrated RelatedServices

AuthenticAssessment

ThematicUnits

Integrated Curriculum

Differentiated Instruction

Teachers can differentiate

Content Process Product &Assessment

Readiness InterestsLearningProfile

according to a student’s

through a range of instructional and management strategies.

MI Lesson Plan Mind-Map

Objective

Linguistic - How can I use the spoken or written word?

Logical-Mathematical - How can I bring in numbers, calculations, logic, classifications, or critical thinking?

Spatial - How can I use visual aids, visualization, color, art, or metaphor?

Musical - How can I bring in music or environmental sounds, or set key points in a rhythmic or melodic framework?

Bodily-Kinesthetic - How can I involve the whole body or the use of hands-on experiences?

Naturalist - How can I incorporate living things or systems?

Interpersonal - How can I engage students in peer sharing, cooperative learning, or large group simulation?

Intrapersonal - How can I evoke personal feelings or memories, or give students choices?

Individual Educational Program &General Education Matrix

Name:____________

Grade:____________

Regular Class Schedule

IEP

Goa

lsM

GM

T. N

eeds

Writing simple sentences

Morning Meeting

Reading Spelling/ LA

LunchPE/Music/Library

Math Science/ SS Journal

X X X X X

Individual Student NotebookIEP

IEP-at-a-Glance

IEP Matrix

Work Samples

Individual Schedule

Contact Log

Enjoy your lunch!

8 Types of Adaptations

Types of Adaptations

SizeAdapt the number of items that the

learner is expected to learn or complete. Adapt the size of the

information by enlarging.

TimeAdapt the time allotted and allowed

for learning, task completion, or testing.

Level of SupportIncrease the amount of assistance

for a specific learner.

InputAdapt the way instruction is

delivered to the learner.

DifficultyAdapt the skill level, problem type,

or the rules on how the learner may approach the work.

OutputAdapt how the learner can respond

to instruction.

ParticipationAdapt the extent to which a learner

is actively involved in the task.

Alternate GoalsAdapt the goals or outcome

expectations while using the same basic materials.

The Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN. Adapted by Project CHOICES.

Types of AdaptationsAdapted from the Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University,

Bloomington, IN

SizeSize TimeTime Level of Level of SupportSupport

InputInput DifficultyDifficulty OutputOutput

ParticipationParticipation Alternate Alternate GoalsGoals

Goal for Most learners: The students will be able to describe how the water cycle works.Instructional Plan for Most Learners: The students will draw the water cycle and write a paragraph describing how it works.

Which One?

Read the description of the adaptation you were given.

Decide on the type of adaptation and stand under that sign.

Types of AdaptationsAdapted from the Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University,

Bloomington, IN

SizeSize TimeTime Level of Level of SupportSupport

InputInput DifficultyDifficulty OutputOutput

ParticipationParticipation Alternate Alternate GoalsGoals

Goal for Most learners: The students will be able to describe how the water cycle works.Instructional Plan for Most Learners: The students will draw the water cycle and write a paragraph describing how it works.

Allow the student to write a few sentences rather than a complete paragraph.

Allow the student to use free time or come in before school to work on the project.

Provide the student with a model and pre-labeled cards to place on the diagram as s/he listens to the classroom explanation.

Have the student go to the school library to locate materials on the water cycle for the class to use during the unit.

Change the goal to learning that water exists in different forms. Have the student locate magazine pictures of water in all its forms.

Provide the student with a “word bank” to assist in writing the paragraph.

Allow the student to type the paragraph on the computer, using a word prediction program.

Have a peer work with the student on the paragraph to brainstorm ideas, formulate sentences and edit the end product.

Adaptations Tip #3

Maximize use of visual strategies.

Uses for Uses for Graphic WebbingGraphic Webbing

Note taking Note taking ToolTool

Sort InformationSort Information

Use pictures Use pictures to help retrieve informationto help retrieve information

Find out what’s importantFind out what’s important

Reduce the density

PreviewPreview&&

ReviewReview

Discussion tool:Discussion tool:RetrieveRetrieve

ContributeContribute

N.Brown©2000

The BRAINCentral Nervous System

Note Taking Tool

N.Brown©2000

reading

weather

1 Use words or symbols to show what you are thinking in each of these areas today.

friends school

home

2 Go to Writing view to add details.

Today's date is:

www.inspiration.com

•www.picsearch.com•www.pics4learning.com•classroomclipart.com/cgi-bin/kids/imageFolio.cgi?direct=Clipart

Compare/Contrast

Characteristics of _________

____ and _____

Compare (alike)

How are a _____ and a ____ alike?

Contrast (different)

How are a ____ and a ____ different?

Kronberg, R. (2000, November). Differentiated Instruction for Your Diverse Classroom. Presented at the IL-TASH Pre-Conference, Springfield, IL.

A Picture is Worth…

10

20

PartnerProcessing

Draw quick pictures or symbols of two ideas you’d like to try out.

Now explain your drawings to your partner.

Adaptations Tip #4

Supply students with learning tools.

? ! .

NOTE TAKING TOOLS

Main idea Details

Organizer for Reading Assignments(Student #1 reads while student #2 holds the clip board. Both students decide on the big idea for the designated paragraphs. Student #2 writes it on the organizer.)

(Students rotate roles.)

(Students rotate roles again.)

(Both students agree on how best to summarize the big ideas from the first three boxes. One student writes the

summary in this box.)

Page:____Paragraph:___

Summary of theBig Ideas

Page:____Paragraph:___

Page:____Paragraph:___

Kronberg, R. (2000, November). Differentiated Instruction for Your Diverse Classroom. Presented at the IL-TASH Pre-Conference, Springfield, IL. Adapted by Project CHOICES.

Cloze Notes Activity

• There are 3 major rocks.• The ____________________ rocks change

over time.• _____________rocks are layered sand and

rock.• Rocks that come from _____________ are

called ______________rocks.

Writing Template

The important thing about _____ is that

it is ________. It is _______. It is ______.

And it is ______. But the most important

thing about ______ is that it is _____.

Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD.

www.enchantedlearning.com/Dictionary.html (picture dictionary)www.pdictionary.com/(The Internet Picture Dictionary – organized by letter and category)

http://www.crystalspringsbooks.com

“Highlighting Bookmark”

www.reallygoodstuff.com

Getting My Turn to Talk in Class

It is hard for a teacher to hear one student talk if everyone else is talking, too.

When I want to talk to the teacher in class, I will usually raise my hand and sit quietly.

The teacher will usually call on me to talk if I raise my hand in the air. I may have to wait for a turn to talk.

Gray, Carol (1994) The new social story book. Arlington, TX, Future Horizons. Adapted by Project CHOICES.

There are many students in a classroom who like to talk at the same time.

PartnerProcessing

Share:An idea for using learning tools that you find successful to facilitate learning.

Discuss any new ideas for using learning tools.

Adaptations Tip #5

Provide access to alternate versions of material.

paste

paste

paste paste

paste

paste

paste

paste

paste

paste

paste

paste

paste

paste

Study Guides Some of the colonists were so angry that they wanted to form an assembly. An assembly is a group of people who make rules or laws. They thought an assembly would help them get new rules. The governor of the colony did not always agree with these rules. Sometimes he would veto, or reject, the rules.

What is an assembly? _________________

What did the colonist think the assembly would do for them?__________________________________

What does veto mean?________________________________

AUDIO/DIGITAL BOOKS

www.rfbd.org Recording for the Blind & Dyslexic (yearly fee)

www.bookshare.org (free)

www.accessiblebookcollection.org (yearly fee)

www.promo.net/pg/ Project Gutenberg – public domain books

(free)

TEXT-TO-SPEECH SOFTWAREwww.readplease.com (free version)

www.naturalreaders.com/products.htm

(free version)

An Amazing Fossil Find!

Scientists discover a seven million year-old skull said to be the earliest known human ancestor.A skull discovered in central Africa may belong to the earliest known member of the human family. At almost seven million years old, the skull is, according to scientists, the oldest example of a pre-human ancestor that walked upright.A Groundbreaking DiscoveryA team of French paleontologists (scientists who study fossils) discovered the flat-faced skull about a year ago in Chad, a desert region of central Africa. It is believed to have belonged to a creature about the size of a chimpanzee. Scientists are calling the discovery the most important paleontology find in 75 years!Why is this discovery so groundbreaking? Until recently, scientists believed the earliest human ancestor (a fossil found in Kenya two years ago) was about six million years old. This skull, however, suggests that humans were evolving, or developing, all across Africa as many as 7 million years ago.Clues Behind Human DevelopmentSince the first humanlike fossil was discovered in 1925, many scientists believed that the earliest fully upright walking humans evolved from primitive apes. Since then, paleontologists have been looking for a “missing link” to represent the bridge between apes and humans. Many fossils and discoveries in more recent times have shown that human development was much more complicated than scientists originally thought.France's research minister, Claudie Haignere, said the discovery "opened up fascinating perspectives on the origins of man." Scientists nicknamed the skull "Toumai," a word in African’s Goran language that means "hope of life. To scientists who have spent their lives trying to figure out where mankind came from, Toumai is making them very hopeful indeed.

By Dina El Nablihttp://www.timeforkids.com/TFK/news/story/0,6260,320105,00.html

An Amazing Fossil Find!

Scientists discover a seven million year-old skull said to be the earliest known human ancestor.A skull discovered in central Africa may belong to the earliest known member of the human family. At almost seven million years old, the skull is, according to scientists, the oldest example of a pre-human ancestor that walked upright.A Groundbreaking DiscoveryA team of French paleontologists (scientists who study fossils) discovered the flat-faced skull about a year ago in Chad, a desert region of central Africa. It is believed to have belonged to a creature about the size of a chimpanzee. Scientists are calling the discovery the most important paleontology find in 75 years!Why is this discovery so groundbreaking? Until recently, scientists believed the earliest human ancestor (a fossil found in Kenya two years ago) was about six million years old. This skull, however, suggests that humans were evolving, or developing, all across Africa as many as 7 million years ago.Clues Behind Human DevelopmentSince the first humanlike fossil was discovered in 1925, many scientists believed that the earliest fully upright walking humans evolved from primitive apes. Since then, paleontologists have been looking for a “missing link” to represent the bridge between apes and humans. Many fossils and discoveries in more recent times have shown that human development was much more complicated than scientists originally thought.France's research minister, Claudie Haignere, said the discovery "opened up fascinating perspectives on the origins of man." Scientists nicknamed the skull "Toumai," a word in African’s Goran language that means "hope of life. To scientists who have spent their lives trying to figure out where mankind came from, Toumai is making them very hopeful indeed.

By Dina El Nablihttp://www.timeforkids.com/TFK/news/story/0,6260,320105,00.html

An Amazing Fossil Find!

Scientists discover a seven million year-old skull said to be the earliest known human ancestor.A Groundbreaking DiscoveryA team of French paleontologists (scientists who study fossils) discovered the flat-faced skull about a year ago in Chad, a desert region of central Africa. Clues Behind Human DevelopmentSince the first humanlike fossil was discovered in 1925, many scientists believed that the earliest fully upright walking humans evolved from primitive apes. Many fossils and discoveries in more recent times have shown that human development was much more complicated than scientists originally thought.Scientists nicknamed the skull "Toumai," a word in African’s Goran language that means "hope of life.

PartnerProcessing

Share:

A material you use that is not accessible/too difficult for some of your students.

Some possible ways you could create an alternative version.

Adaptations Tip #6

Does McDonald’s Sell CHeeseBurgers?

D = Divide

M = Multiply

S = Subtract

Ch = Check (2 < 9)

B = Bring down & Begin again

74872 28 27 1

83

9

Use memory tricks.

PIRATES (Test Taking)

Use memory tricks.

Prepare to succeed.

Inspect instructions carefully.

Read entire question. Reduce choices.

Answer question or leave until later.

Turn back to the unanswered items.

Estimate unknown answers.

Survey to make sure all items have a response.

Inclusive Teaching Tip #6Inclusive Teaching Tip #6

PIRATES (Test Taking)

Use memory tricks.

Prepare to succeed.

Inspect instructions carefully.

Read entire question. Reduce choices.

Answer question or leave until later.

Turn back to the unanswered items.

Estimate unknown answers.

Survey to make sure all items have a response.

The “Keyword” Strategy

Use memory tricks.

aloft - (leaf)

High up in the sky

Uberti, H. Z., Scuggs, T. E. & Mastropieri, M. A. (2003). Keywords make the difference! Mnemonic instruction in inclusive classrooms. Teaching Exceptional Children, 35(3), 56-61.

Other Helpful Hints on Adapting

• Reduce the density• Use large print• Color code important words• Leave plenty of white space• Highlight important concepts• Use pictures• Tie concepts in with student experiences• Link information into the future

Novelty

Co-Teaching…One Brain in Two Bodies??

Acrostics“Bill Savors Sour Sweets”

(bitter, sour, salty, sweet)

“My very educated mother just served us noodles.”

(Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune)

Acronymsred – orange – yellow

greenblue – indigo – violet

Roy G. Biv

Add Movement

“M & M’s”(Memory

Movements)

Counting to 5 ….in Japanese!

one - ichitwo - ni

three - sanfour - shifive - go

3 times the Charm…

Rule of 5 – Strengthen the Pathway

Review after…

Inclusive Teaching Tip #7

Use music to teach.

Resources for Teaching with Music

• The Green Book of Songs by Subject by Jeff Green http://www.impactlearn.com/Affiliates.htm

• Songs for Teaching http://www.songsforteaching.com/

• National Institute of Environmental Health Services Sing-Along Songs http://www.niehs.nih.gov/kids/music.htm

Inclusive Teaching Tip #8

Provide choices.

1. Based on your research and knowledge, write a 2 page paper which evaluates the effectiveness of the Roman republican government versus the Greek democratic system.

2. Using a Venn diagram, compare and contrast the Greek form of government with that of the Romans. Based on the information on your diagram, select 3 important points from which to evaluate the effectiveness of both forms of government.

3. Select at least 2 aspects of the early Greeks or Romans which we have studied (e.g. art, architecture, daily life). Create your own means by which to: 1) describe the purpose of each aspect and 2) evaluate the effectiveness of each aspect in accomplishing its purpose.

4. Write and illustrate an elementary level book which explains at least 4 important areas of early Greek and Roman life.

5. Using either pictures, words, or both, predict how the world would be different had the Greek civilization not been conquered.

6, Using your text and 2 other sources, list and describe at least 10 ways in which early Greeks and Romans have influenced today’s world.

7. In your own words, explain how your life has been affected by the early Greeks and Romans.

8. List 10 characteristics of either the early Greeks or Romans that you found interesting. Indicate which one was the most surprising to you.

9. Find a current article from the newspaper or a magazine that depicts an influence from the early Greeks or Romans.

Think-Tac-Toe: World History

I choose activities #_______, #_______, #_______

Inclusive Teaching Tip #9

Encourage students to learn together. •Reciprocal

Teaching

•Cooperative Learning

•Peer-Tutoring

Inclusive Teaching Tip #10

Maximize use of tactile/kinestic teachingstrategies.

“M & M’s”(Memory Movements)

Pass the Marker

Consider the information shared and discussed in the stations…

When the marker is passed to you,

1. Think of an idea or strategy you’d like to remember related to lesson planning, grading or classroom walkthroughs.

2. Represent this on the chart paper using a word, phrase, drawing or diagram.

3. Pass the marker to someone else.4. Repeat…!

Don’t Forget to Reflect !“The measure of success is not whether you have a tough problem to deal with, but whether it's the same problem you had last year."

--John Foster Dulles

“The measure of success is not whether you have a tough problem to deal with, but whether it's the same problem you had last year."

--John Foster Dulles

“Any group that is too busy to reflect is too busy to improve.” --Robert Garmston

“Any group that is too busy to reflect is too busy to improve.” --Robert Garmston

Tracking Our Progress through the 3 Stages

Gately & Gately, 2001)

Fill out an Card

• On the colored index card provided please respond to the following:– When thinking about co-teaching, what is your goal for the

year ahead?

– What would you like to explore further, or what topic might you like more information for Day 2?

• Please turn in your Exit Card Thanks!

Next meeting is December 12th!