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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!