Teaching the Baker’s Dozen: Reaching the “Clueless” Learner

Jenny

BroadJulia Duke

Overview0 Classrooms with varied populations are a

collective challenge all educators share. 0 In this presentation we will focus on simple

changes that can be made to existing curriculums to enhance the accessibility of content to all types of learners.

0We will present three examples of stereotypical students and appropriate modifications that are quick and simple to use.

The Chronically Disorganized Student

0Locker, backpack, and desk are disaster zones.

0Forgets materials for class.0Loses materials for class.0Chronically late.0Always in a state of searching for what they

need0Also known as “Tommy Boy”

Organizing Spaces0Use a visual mediator0Students “match” the

picture.0Chunk materials

together according to schedule and locker breaks. Backpack is

open at the bottom of

lockerSchedule is posted in “chunks”

Visual Mediator for a Science Lab

Students “match the picture”

Material Management0 Color Coding by

subject0Use of binder system

For certain students post

visual mediator on subject divider

Time Management 0Post classroom routines

Transition- 3 minPut Materials away Gather belongings and stand quietly by the

door

Homework- 7 min

Read Ch. 7 Answer Chapter Review Questions

Agenda- 30 min

Check and Turn in HW Review Class Assignment

Transition- 5 min

Take out your homework

Take out your textbook Get your pencil ready Get ready for a fun

class

Time Management0Use

Smartboard clock

0Assign amount of time for each task

0Provide prompts

Time Management0Create time markers

The Chronically Unprepared Student

0Never turns in homework0Forgets to study for quizzes and tests.0Projects are late or incomplete0They are the students that always look

surprised and confused when everyone else is on task.

0Also known as “Lane Meyer”

Turning in Homework

0Zones of a Classroom

0Students need to know that there is a place for everything .

0The places need to be labeled.

0Stay consistent with routines.

Homework posted on its own board

Color-Code and Label

Studying for tests and quizzes

0Tell students what specifically to study and an agenda of what to study:0Study checklists

0Gradually shift responsibility to student:0Study tables

Study ChecklistMonday Play matching/memory game with my flash cards. (5 mins)

Study Zeus – Hades on my Greek Gods and Goddesses chart. Make up a silly story to help associate the god with his/her symbol. (5 mins)

Teach mom/dad/brother/sister about Hesiod. (5 mins)

Parent initial:

Tuesday Play matching/memory game with my flash cards. (5 mins) Study Aphrodite – Dionysus on my Greek Gods and Goddesses

chart. Make up a silly story to help associate the god with his/her symbol. (5 mins)

Teach mom/dad/brother/sister about Zeus. (5 mins)

Parent initial:

Wednesday Play matching/memory game with my flash cards. (5 mins) Study Ares – Athena on my Greek Gods and Goddesses chart.

Make up a silly story to help associate the god with his/her symbol. (5 mins)

Teach mom/dad/brother/sister about Athena/Theseus. (5 mins)

Parent initial:

Thursday Play matching/memory game with my flash cards. (5 mins) Study my Greek Gods and Goddesses chart. Briefly review my

silly stories. (5 mins) Review entire Let’s Talk Myths sheet and your brochure. (10 mins)

Parent initial:

Friday During homeroom play matching/game with a classmate Review movie worksheet and brochure

Study Table0Student created tables

Know• •

Sort of Know

• •

No Idea• •

Long Term Projects0Break down into manageable parts0Project Pie0Long Term Project Chart

Read Book 45%

Write Summary

30%

Picture of Fa-vorite Scene 5%

Book Cover 15%

Fancy Factor 5%

Book Report Project Pie

Long Term Project Chart

The “I don’t Know…” Student

0Doesn’t know how to get started/procrastinates

0Perseverates on a portion of an assignment0The student who needs a helicopter teacher0Also known as Brick Heck

Initiation0Encourage Self Talk

0 In this amount of time what can you reasonably expect to get done?

0Agenda with clear expectations- they need to know where to be at a certain point

0Halftime Checks-What should be completed at this point? What does a good stop point look like?

0Use clock to prioritize time

Prioritize Time

Shade time in for setting up

Tim e for

Ta

sk

Time for Clean-

up and Pack-up

How to “unstick” them when they’re stuck.

0Use “If…Then…” statements0Ask “If it was working the way you wanted,

what would it look like?”0Encourage Future Picture thinking

Pacing0Discuss how pacing should change according

to the task.0Discuss APM (Actions Per Minute)

Time chart0Pencil sharpening-Cheetah Time0Reading silently-Turtle Time

Sloth-Just Hanging Out…

Turtle- Take Your Time!

Frog- Hop to It!2 actions perminute

Horse Pace-4 actions per minute

Cheetah Pace- Many Actions in one minute!

The Secret…

0“Same, but different!”

Resources0 Better Off Dead. Dir. Steve Holland. Warner Brothers,

1985. Film.0 “The Interview.” The Middle. ABC. WSB-TV, Atlanta, 21

July 2010. Television.0 Newhall, Patricia W. Study Skills: Research-Based

Teaching Strategies. Prides Crossing: Landmark School Incorporated, 2008. Print.

0 Tommy Boy. Dir. Peter Segal. Paramount, 1995. Film.0 Ward, Sarah. “Executive Function Skills: Principles in

Education.” Landmark School Summer Outreach. Prides Crossing, MA. 6 July 2010. Lecture.