Ability Differences in Teaching and Learning in Inclusive Classrooms
Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms
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Transcript of Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms
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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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ü Invitations to upcoming webinars
ü Webinar recordings and resources
ü CE quizzes
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Use this link to join the community:www.edweb.net/inclusiveeducation
You’ll receive the following benefits:
Join the free community!Teaching All Students: Practical Strategies for
Inclusive Classrooms
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ìEngaging ALL Learners:
5 Steps to Creating More Inclusive Classrooms
Dr. Julie CaustonSyracuse University
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• 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
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Before we jump in…
Here are some important resources for YOU!
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New Website
www.inclusiveschooling.com
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Practical Guides on Inclusive EducationGreat for your whole school team!
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New Book!
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21 Day Happiness Experience
ì Register today! www.inclusiveschooling.com/21dayfun
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Approach to Today
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üCenter yourself.
Approach to Today
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üCenter yourself.üKnowing and doing gap.
Approach to Today
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üCenter yourself.üKnowing and doing gap.üRelax and have fun!
Approach to Today
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üCenter yourself.üKnowing and doing gap.üRelax and have fun!
Approach to Today
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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
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Concept 1-‐Get clear about inclusion
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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).
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Inclusive EducationIn 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.
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Inclusive EducationIn 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.
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Inclusive EducationIn 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
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Inclusive EducationIn 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 occurA Curriculum that is rich and accommodating for all students—and when further individualized to meet the needs of a particular learner.
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Inclusive EducationIn 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 occurA 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.
![Page 27: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/27.jpg)
Inclusive EducationIn 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 occurA 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.
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Inclusion means-‐no dichotomy
Normal…………………………Abnormal
How are you NOT normal? Sensory issues? Struggles? Challenges? Deficits?
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§ Linguistic Intelligence
§ Logical Mathematical Intelligence
§ Spatial Intelligence
§ Bodily Kinesthetic Intelligence
§ Musical Intelligence
§ Interpersonal Intelligence
§ Intrapersonal Intelligence
§ Naturalistic Intelligence
Inclusion means-‐start with strengths
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Inclusion means-‐ we problem solve
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Concept 2-‐ Keep Students In
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The Red Dot
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Elementary Classroom Disrupted by Pullout
LL
Classroom Teacher
Sp Ed Sp EdS&L OT PT
Reading ESL
W
WW W W W W W
W
W
W
W
AA
AA
AA AA AA AA AS AS
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Elementary Classroom Disrupted by Pullout
LL
Classroom Teacher
Sp Ed Sp EdS&L OT PT
Reading ESL
W
WW W W W W W
W
W
W
W
AA
AA
AA AA AA AA AS AS
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Derek
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Derek-‐ Grade 4IEP—“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”
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Front Elementary Schoolì K -5th grade - 500 kids
ì Racial Demographicsì 31% African-Americanì 10% Latinoì 10% Asianì 1% Native Americanì 48% White
ì Native Languageì 12 languagesì Significant numbers of Spanish and Hmong speaking families
ì SESì 50% poverty
ì Special Educationì 14% of school ì all categories of disability in home school
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Special Ed Service Delivery: Before
Self-Contained:significant disabilities
Inclusion 20+ 8
ResourceResource
Resource
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Inclusive Service Delivery: After
Inclusive Teaming
Inclusive Teaming
Inclusive Teaming
Inclusive Teaming
Inclusive Teaming
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ELL Model: ESL Pullout
Full time
Pullout Half-‐ time
Pullout
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ELL Model: ESL Inclusive Teaming
HalftimeInclusive/teaming
FulltimeInclusive/teaming
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Resu l t s
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Student Achievement Results
Statewide Reading Test DataCategory
Before 3 years later
Students Tested (%) 70 98
All students – Proficient or advanced (%) 50 86
African-American students – Proficient or advanced (%) 33 78
Asian students – Proficient or advanced (%) 47 100
Hispanic students – Proficient or advanced (%) 18 100
Special education students - Proficient or advanced (%) 13 60
ELL students - Proficient or advanced (%) 17 100
Students in poverty - Proficient or advanced (%) 40 78
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No longer on the School In Need of Improvement List
Before 3 Years Later
Students Tested (%) 76 98Reading – 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
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Derek-‐ Grade 5
Inclusive Education
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Derek-‐ Grade 5
Inclusive Education
“He often sits in the car early for school. Doesn’t want to be late.”
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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.”
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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.”
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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.
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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.
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“I’m afraid there has been a mistake.” -‐Derek
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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.
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Where can I get more research on this?
ì 30+ Research Articles available at Inclusive Schooling
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Concept 3-‐ Collaborate in New Ways
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ì When we don’t plan… what co-‐teaching models do we typically use?
Co-‐Teaching By Default
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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 helmì B) one teacher at the helm and one standing in the back of the roomì C) one teacher at the helm and one “floating” through the classroomì D) both teachers cowering in the back of the room, overwhelmed and
unsure of which collaborative structures to useì E) a wide range of co-‐teaching structures and different arrangements
of people, desks and materials
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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!
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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
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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
![Page 60: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/60.jpg)
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
![Page 61: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/61.jpg)
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
![Page 62: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/62.jpg)
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
![Page 63: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/63.jpg)
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
![Page 64: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/64.jpg)
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.
![Page 65: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/65.jpg)
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:
![Page 66: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/66.jpg)
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
![Page 67: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/67.jpg)
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
![Page 68: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/68.jpg)
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
![Page 69: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/69.jpg)
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
![Page 70: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/70.jpg)
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.
![Page 71: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/71.jpg)
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:
![Page 72: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/72.jpg)
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
![Page 73: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/73.jpg)
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
![Page 74: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/74.jpg)
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
![Page 75: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/75.jpg)
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
![Page 76: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/76.jpg)
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)
![Page 77: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/77.jpg)
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:
![Page 78: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/78.jpg)
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
![Page 79: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/79.jpg)
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
![Page 80: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/80.jpg)
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
![Page 81: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/81.jpg)
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)
![Page 82: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/82.jpg)
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:
![Page 83: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/83.jpg)
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)
![Page 84: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/84.jpg)
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
![Page 85: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/85.jpg)
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
![Page 86: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/86.jpg)
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
![Page 87: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/87.jpg)
Parallel
Parallel— involves splitting the class into two sections and each teacher can….
![Page 88: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/88.jpg)
Parallel
Parallel— involves splitting the class into two sections and each teacher can….
• Teach the exact same content;
![Page 89: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/89.jpg)
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);
![Page 90: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/90.jpg)
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
![Page 91: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/91.jpg)
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.
![Page 92: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/92.jpg)
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?
![Page 93: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/93.jpg)
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?
![Page 94: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/94.jpg)
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)
![Page 95: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/95.jpg)
New book on its way!
www.cotaughtclassroom.com
![Page 96: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/96.jpg)
Concept 4 –Support ALL Academic Levels
![Page 97: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/97.jpg)
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
![Page 98: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/98.jpg)
Differentiation Strategies
§ Think-Tac-Toe
![Page 99: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/99.jpg)
Differentiation Strategies
§ Think-Tac-Toe
§ Dinner Menus
![Page 100: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/100.jpg)
Differentiation Strategies
§ Think-Tac-Toe
§ Dinner Menus
§ Interest centers
![Page 101: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/101.jpg)
Differentiation Strategies
§ Think-Tac-Toe
§ Dinner Menus
§ Interest centers
§ Cubing
![Page 102: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/102.jpg)
Differentiation Strategies
§ Think-Tac-Toe
§ Dinner Menus
§ Interest centers
§ Cubing
§ Differentiation Tools, Modifications, and Adaptations
![Page 103: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/103.jpg)
Top 7 Support Tools to Have at All Times
1. Dry erase board
![Page 104: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/104.jpg)
Top 7 Support Tools to Have at All Times
1. Dry erase board
![Page 105: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/105.jpg)
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
![Page 106: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/106.jpg)
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
![Page 107: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/107.jpg)
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
![Page 108: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/108.jpg)
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
![Page 109: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/109.jpg)
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
![Page 110: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/110.jpg)
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
![Page 111: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/111.jpg)
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
![Page 112: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/112.jpg)
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
![Page 113: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/113.jpg)
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
![Page 114: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/114.jpg)
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
![Page 115: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/115.jpg)
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
![Page 116: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/116.jpg)
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
![Page 117: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/117.jpg)
§ Pen or marker
§ With friends or alone
§ Materials (agenda, word window, size of paper, timer)
§ Support (peer, adult etc.)
Provide Choice
![Page 118: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/118.jpg)
Classroom and Student Specific Supports
q Body Positioning or Working Ways
q Giving Directions
![Page 119: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/119.jpg)
Body Positioning
Working Ways Menu:
![Page 120: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/120.jpg)
Body Positioning
Working Ways Menu:
• Music Stands
![Page 121: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/121.jpg)
Body Positioning
Working Ways Menu:
• Music Stands
![Page 122: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/122.jpg)
Body Positioning
Working Ways Menu:
• Music Stands• Graffiti Style
![Page 123: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/123.jpg)
Body Positioning
Working Ways Menu:
• Music Stands• Graffiti Style
![Page 124: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/124.jpg)
Body Positioning
Working Ways Menu:
• Music Stands• Graffiti Style• Michelangelo
![Page 125: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/125.jpg)
Body Positioning
Working Ways Menu:
• Music Stands• Graffiti Style• Michelangelo• Clipboards
![Page 126: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/126.jpg)
Body Positioning
Working Ways Menu:
• Music Stands• Graffiti Style• Michelangelo• Clipboards
![Page 127: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/127.jpg)
Body Positioning
Working Ways Menu:
• Music Stands• Graffiti Style• Michelangelo• Clipboards • Working Nooks
![Page 128: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/128.jpg)
Giving Directions
q Recordable Card
![Page 129: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/129.jpg)
Giving Directions
q Recordable Card
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Giving Directions
q Recordable Card
q Key chain recorder
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Giving Directions
q Recordable Card
q Key chain recorder
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Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
![Page 133: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/133.jpg)
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
![Page 134: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/134.jpg)
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
q iPod
![Page 135: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/135.jpg)
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
q iPod
![Page 136: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/136.jpg)
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
q iPod
q Voki
![Page 137: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/137.jpg)
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
q iPod
q Voki
![Page 138: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/138.jpg)
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
q iPod
q Voki
q AT button
![Page 139: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/139.jpg)
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
q iPod
q Voki
q AT button
![Page 140: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/140.jpg)
Total Participation… Try it!
ì Think-Pair-Share
ì Quick-Writes
ì Quick- Draws
ì Blackboard Splash
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Re spon s e C a r d s
Multiple Choice
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Re spon s e C a r d s
Mean Median Mode
Multiple Choice
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Re spon s e C a r d s
Mean Median Mode
Multiple Choice
True False
True with the following conditions
Need more information
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Re spon s e C a r d s
Mean Median Mode
A B C D
Multiple Choice
True False
True with the following conditions
Need more information
![Page 145: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/145.jpg)
MORE WAYS TO MAKE IT FUN!
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ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
MORE WAYS TO MAKE IT FUN!
![Page 147: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/147.jpg)
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
MORE WAYS TO MAKE IT FUN!
![Page 148: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/148.jpg)
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
MORE WAYS TO MAKE IT FUN!
![Page 149: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/149.jpg)
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
MORE WAYS TO MAKE IT FUN!
![Page 150: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/150.jpg)
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
ì Highlight Strengths ì Write & direct a play for the theatrical studentì Resident expert on fractions
MORE WAYS TO MAKE IT FUN!
![Page 151: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/151.jpg)
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
ì Highlight Strengths ì Write & direct a play for the theatrical studentì Resident expert on fractions
MORE WAYS TO MAKE IT FUN!
![Page 152: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/152.jpg)
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
ì Highlight Strengths ì Write & direct a play for the theatrical studentì Resident expert on fractions
ì Shake up the Structureì Stations, collaborative workì Jigsaw content & have the students teach!
MORE WAYS TO MAKE IT FUN!
![Page 153: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/153.jpg)
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
ì Highlight Strengths ì Write & direct a play for the theatrical studentì Resident expert on fractions
ì Shake up the Structureì Stations, collaborative workì Jigsaw content & have the students teach!
MORE WAYS TO MAKE IT FUN!
![Page 154: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/154.jpg)
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
ì Highlight Strengths ì Write & direct a play for the theatrical studentì Resident expert on fractions
ì Shake up the Structureì Stations, collaborative workì Jigsaw content & have the students teach!
ì Closures ì Whip around, 5 Fingers, ticket out the doors!
MORE WAYS TO MAKE IT FUN!
![Page 155: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/155.jpg)
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
ì Highlight Strengths ì Write & direct a play for the theatrical studentì Resident expert on fractions
ì Shake up the Structureì Stations, collaborative workì Jigsaw content & have the students teach!
ì Closures ì Whip around, 5 Fingers, ticket out the doors!
MORE WAYS TO MAKE IT FUN!
![Page 156: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/156.jpg)
The FUN Theory
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Concept 5 – Provide Humanistic Behavior Supports
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ì All behavior is a message to be decoded
ì Negative behavior is on the continuum of all human behavior
Challenging Behavior
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ì Change the reinforcement
ì Impose a consequenceì Not rewardingì Punishingì Ignoringì Forcing the student to behave
Typical Responses to Behavior
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Function of Behavior
ì Universal Desiresì Autonomyì Relationshipsì Interdependenceì Safety and Trustì Self-‐Esteem and Belongingì Self-‐Regulationì Accomplishmentì Communicationì Pleasure and Joy
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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…)
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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?
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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 …
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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!
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Connections
ì What connections can you make to multiple intelligences?
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5Concepts— a Review
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5Concepts— a Review
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5Concepts— a Review
ì Concept 1 – Get Clear on Inclusion
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5Concepts— a Review
ì Concept 1 – Get Clear on Inclusion
ì Concept 2 — Keep Students IN
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5Concepts— a Review
ì Concept 1 – Get Clear on Inclusion
ì Concept 2 — Keep Students IN
ì Concept 3— Collaborate in New Ways
![Page 171: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/171.jpg)
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
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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
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Resources
ì www.inclusiveschooling.com-‐put your email in and get great resources!
ì Also– books and free articles there.
ì Online Event: 21 Days to Happier & More Engaged Learners!
![Page 174: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/174.jpg)
Closing- Five Fingers
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I wish you the BEST on your journey to create inclusive classrooms for ALL students!
![Page 176: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms](https://reader031.fdocuments.in/reader031/viewer/2022022411/58ece7601a28ab033b8b461f/html5/thumbnails/176.jpg)
Question & Answer Session
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Question & Answer Session
Register Now atwww.inclusiveschooling.com/courses/21-day-happy-educators
Join Dr. Julie Causton, Dr. Kristie Pretti-Frontczak and Kate MacLeod, for this 21-day experience and receive practical strategies, resources, and a lot of
love to help you infuse new creative energy into your teaching!
Opening Day is April 15th!
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Join the free community!Teaching All Students: Practical Strategies for
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