intro_letter_to_parents.docx | |
File Size: | 13 kb |
File Type: | docx |
parent_teacher_comm_log.doc | |
File Size: | 30 kb |
File Type: | doc |
classroom_rules.docx | |
File Size: | 16 kb |
File Type: | docx |
resume2013_website.docx | |
File Size: | 24 kb |
File Type: | docx |
Instructional Routine - OpeningQuestion on the board - I will have a question on the board that students will answer in writing each day as soon as they enter the room. The question will be regarding homework or a recent reading assignment and answers will be collected daily.
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Instructional Routine - ClosingClosing activity - Closing activities will vary depending on time, but we will try to get one in at the end of every day. Some activities I like: 'Tell me three things you learned,' 'What, So What, Now What,' 'material relevant Pictionairy'
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Equity:
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Size:
Adapt the number of items that the learner is expected to learn or complete. Adapt the amount of information provided at one time. |
Time:
Adapt the time allotted for learning, task completion, or testing. Consider the individual and the objective and then set the pace. |
Input:
Adapt the way instruction is delivered to the students. Use multimedia, cooperative grouping, concrete examples, and hands on activities. |
Output:
Adapt HOW the learner can respond to the instruction. Use verbal techniques, projects, games, and other tasks to evaluate the student's knowledge. |
Level of Support:
Increase the amount of personal assistance with a specific learner. Use peer buddies, cooperative learning, aides, or tutors. |
Difficulty:
Adapt the skill level, problem type, or the rules on how the students may approach the assignment. Do not water down - examine abilities and make the assignment fit. |
Participation:
Designed for a student with a severe disability. Adapt the extent to which a learner is actively involved in the task and the level of participation expected. |
Alternate Goal:
Designed for a student with a severe disability. Adapt the goals, objectives, or outcome expectations while using the same materials as the rest of the class. |
Substitute Curriculum:
Provide different instruction and materials to meet a learner's individual goals. This decision is made buy the ARD and should be planned by the committee. |
cit_sheet.docx | |
File Size: | 2151 kb |
File Type: | docx |
Cooperative Learning GroupsHeterogeneous groupings of students work together to complete tasks while learning social skills. Everyone participates. Optimal group is 3-5. Students are encouraged to solve problems with little teacher intervention.
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Identifying Similarities and DifferencesStudents detect patterns and make connections. Students use metaphors and analogies to express the similarities and differences. Compare and contrast.
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Non-linguistic Representation / Graphic Organizers Getting away from the lecture. Students learn in visual, auditory, and kinesthetic ways. Ex...Venn diagrams, maps, timelines, audio books, and hands on projects.
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Homework and PracticeAllows for practice and preparation. It is important to give feedback and assign the correct level and amount of homework. Grade X 10mins of homework per night.
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Advanced OrganizersAllows students to organize material in advanced. Organizers like the KWL chart gives the student a before, during, and after connection to the material under study. Lets students build upon prior knowledge and relate new material to that knowledge.
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Cues and QuestionsGive students more higher level questions than lower level questions and allow sufficient time for them to answer. Questions should encourage deeper thinking into the material.
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ipg_lesson_plan.pdf | |
File Size: | 80 kb |
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grade_book_act.xls | |
File Size: | 24 kb |
File Type: | xls |