Class 1: Intro to the Course
This class will focus on:
1. The continuum of services
2. Least Restrictive Environment
3. Brief history of the legislature
4. Co-teaching and inclusion vs. mainstreaming
5. Common "disorders" of the brain
6. Sign up for your strategy lesson and understand your syllabus
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Class 2: Collaboration
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Co-teaching1. Poll everywhere discussion.
2. Strategy Share: Nati 3. Collaboration and Co-Teaching Prezi 4. Co-teaching models |
The presentation skips through some different concepts. See below for additional information about RTI, as explained and interpreted by Washoe County School District. For more details, and to see how RTI has been interpreted into practice, click here.
WCSD RTI Implementation Manual | |
File Size: | 35854 kb |
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Observation: For next week, conduct an observation within your school or your life of how your focused age group interacts with one another. (For example, if you wish to teach at the high school level, focus on teenagers. If you are interested in working with elementary students, focus on children in that age bracket.) Come to class with some notes and ideas about the following questions:
1. How to they dress?
2. How do they talk to one another?
3. What expectations do they have of one another? Of themselves?
4. What do they talk about?
5. Where do different groups "hang out"?
6. How important is their social outlet?
7. How important is their school experience?
8. How do other people respond to them?
9. What other observations can you make?
This is not formal, but should inspire discussion about strategies.
1. How to they dress?
2. How do they talk to one another?
3. What expectations do they have of one another? Of themselves?
4. What do they talk about?
5. Where do different groups "hang out"?
6. How important is their social outlet?
7. How important is their school experience?
8. How do other people respond to them?
9. What other observations can you make?
This is not formal, but should inspire discussion about strategies.
Class 3: Higher Incidence Disabilities
1. Strategy Presentation: Rachel
2. High Incidence Disabilities
3. Resources to check out from tonight: Jane Bluestein, Eric Jensen, Edutopia
2. High Incidence Disabilities
3. Resources to check out from tonight: Jane Bluestein, Eric Jensen, Edutopia
H. I. Notetaker | |
File Size: | 20 kb |
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Observation: Classroom Environments
- Choose a class to observe. Look at the surrounding environment and think how appropriate this environment would be to a student with a higher-incident disability. Think about what you like, and what you would change.
- As you look at the classroom, these are some items to think about: classroom arrangement, lighting, space, sound distractions, visual distractions, mobility issues, smells, etc.
Class 4: Lower Incidence Disabilities and Other Special Needs
Students will each select a disability from this chapter to describe. Then, we will complete the corresponding graphic organizer.
1. Strategy Presentation
2. Observation discussions
3. Strategies: LINC and FRAME
4. Paper discussions, presentations
5. Importance of movement: body count down
6. If time: Differentiated Instruction and discussion of A2 project
1. Strategy Presentation
2. Observation discussions
3. Strategies: LINC and FRAME
4. Paper discussions, presentations
5. Importance of movement: body count down
6. If time: Differentiated Instruction and discussion of A2 project
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FRAME Templates
View more presentations from Ed Shepherd
FRAME.doc | |
File Size: | 35 kb |
File Type: | doc |
Class 5: Differentiated Instruction and Presentations
This week, students will share their strategies as well as their research. In addition, we will discuss differentiated instruction using station work.
Station:
1 Article on DI
2 Lesson Plan Templates
3 Video Clips of DI
4 DI artifacts
5 Anchors and how to anchor
Station:
1 Article on DI
2 Lesson Plan Templates
3 Video Clips of DI
4 DI artifacts
5 Anchors and how to anchor
DI Lesson Plan Template Sample | |
File Size: | 72 kb |
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Closing the Achievement Gap- Beecher, Sweeney | |
File Size: | 554 kb |
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DI Checklist | |
File Size: | 30 kb |
File Type: | doc |
Sample DI Unit Plan | |
File Size: | 107 kb |
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Class 6: Behavioral Issues and Differentiation
Agenda:
1. Strategy Share
2. Recap from last class
3. Dealing with problematic behaviors in the classroom
4. A2 Unit Workshop: Peer reviewing
1. Strategy Share
2. Recap from last class
3. Dealing with problematic behaviors in the classroom
4. A2 Unit Workshop: Peer reviewing
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Class 7: Motivation and the Brain
This class will not meet formally. Your assignments are as follows:
1. Read your assigned article. When you have completed the article, click here for the online response question.
2. Take a look at the picture below, and begin thinking about how this tree symbolizes what we do as professionals, and how we teach children to do the same.
3. Take a look at the Culture Abilities Resilience Effort, and it's activities. We will do some of these when we return. Choose 2 activities you could see incorporating in your own classroom and have these activities ready to share when we return (you will be walking the rest of the class through the activity.)
4. Finally, take a look at the link for 'Inspiring Motivation." You will answer a discussion question based upon what you've read in your text book and what you will see on this site about your thoughts on intrinsic vs. extrinsic motivation. Answer the question here.
1. Read your assigned article. When you have completed the article, click here for the online response question.
2. Take a look at the picture below, and begin thinking about how this tree symbolizes what we do as professionals, and how we teach children to do the same.
3. Take a look at the Culture Abilities Resilience Effort, and it's activities. We will do some of these when we return. Choose 2 activities you could see incorporating in your own classroom and have these activities ready to share when we return (you will be walking the rest of the class through the activity.)
4. Finally, take a look at the link for 'Inspiring Motivation." You will answer a discussion question based upon what you've read in your text book and what you will see on this site about your thoughts on intrinsic vs. extrinsic motivation. Answer the question here.
Elementary: What We Have Learned About Creating Inclusive Schools | |
File Size: | 808 kb |
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High School: Supporting Students With Emotional Disabilities in General Education Classrooms | |
File Size: | 997 kb |
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Culture Abilities Resilience Effort | |
File Size: | 3574 kb |
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What motivates you?
Motivation is built upon a foundation of self efficacy, goal orientation, and motivational force. In two out of the three components, motivation comes from within, rather than from outside, the self. With this in mind, think about what motivates you.
Inspiring Motivation
Inspiring Motivation
Class 8: Memory and Study Skills
Several researchers have summarized the relevant research and suggested that children with learning disabilities apparently have no distinctive difficulty with long-term memory (Cutting, Koth, Mahone, & Denckla, 2005; Swanson, 1994; Sousa, 2001). This is shown by a number of research studies that suggest that manipulation of motivation, selective attention, or coding ability for memory will improve the memory of children with learning disabilities to levels commensurate with children who do not have such disabilities (Swanson, 1994).
Rather, the memory problems among children with learning disabilities are twofold. They seem to be based on an inability in working memory to code information for memory storage and decreased motivation for such intentional mental efforts (O'Shaughnessy & Swanson, 1998). For example, several research studies have demonstrated that when supplied with a memory strategy, children who are learning disabled can perform memory tasks as well as children who are not (Swanson, 1999). This research suggests that memory encoding strategies are differentially effective for students with learning disabilities. In other words, students without learning problems use some method of encoding the information without being told to, but students who are learning disabled apparently do not. Consequently, when a memory strategy is presented to both groups, the memory score of the group with disabilities increases, and the score of the control group remains constant. Clearly, one teaching recommendation for children with learning disabilities is the provision of strategies to assist them in performing tasks that involve the use of memory.
Taken from W. N. Bender, Learning Disabilities: Characteristics, Identification, and Teaching Strategies, Pearson Allyn Bacon Prentice Hall.
Class will be online for this week. The following are your assignments:
1. You will look at your site, as listed below, and complete the graphic notetaker on your site. Be ready to share your information with the class upon our return.
Memory Strategies
Executive Function
Council for Exceptional Children: Memory Strategies
Study Skills from University of Central Florida
Exploratorium
Neuroscience for Kids
Pegging
2. Take a look at "How to Mind Map." Create a mind map related to the following information: "Why I Am Excited To Become a Teacher"
Suggested sub-headings: teaching style, teaching strategies, interesting articles, activities that would enhance my classroom, behavior management, classroom management, research I have found interesting, "to do" list to become teacher, my personal life and how it has paved the way for me to become a teacher, etc. You can come up with your own as well! Figure on 5 branches...
3. Read through the rest of this week's information.
4. Don't forget: prepare your game or strategy for our return!
Rather, the memory problems among children with learning disabilities are twofold. They seem to be based on an inability in working memory to code information for memory storage and decreased motivation for such intentional mental efforts (O'Shaughnessy & Swanson, 1998). For example, several research studies have demonstrated that when supplied with a memory strategy, children who are learning disabled can perform memory tasks as well as children who are not (Swanson, 1999). This research suggests that memory encoding strategies are differentially effective for students with learning disabilities. In other words, students without learning problems use some method of encoding the information without being told to, but students who are learning disabled apparently do not. Consequently, when a memory strategy is presented to both groups, the memory score of the group with disabilities increases, and the score of the control group remains constant. Clearly, one teaching recommendation for children with learning disabilities is the provision of strategies to assist them in performing tasks that involve the use of memory.
Taken from W. N. Bender, Learning Disabilities: Characteristics, Identification, and Teaching Strategies, Pearson Allyn Bacon Prentice Hall.
Class will be online for this week. The following are your assignments:
1. You will look at your site, as listed below, and complete the graphic notetaker on your site. Be ready to share your information with the class upon our return.
Memory Strategies
Executive Function
Council for Exceptional Children: Memory Strategies
Study Skills from University of Central Florida
Exploratorium
Neuroscience for Kids
Pegging
2. Take a look at "How to Mind Map." Create a mind map related to the following information: "Why I Am Excited To Become a Teacher"
Suggested sub-headings: teaching style, teaching strategies, interesting articles, activities that would enhance my classroom, behavior management, classroom management, research I have found interesting, "to do" list to become teacher, my personal life and how it has paved the way for me to become a teacher, etc. You can come up with your own as well! Figure on 5 branches...
3. Read through the rest of this week's information.
4. Don't forget: prepare your game or strategy for our return!
Graphic Organizer for Site | |
File Size: | 32 kb |
File Type: | docx |
Graphic Organizer for Site (same, just PDF) | |
File Size: | 100 kb |
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5 Strategies to Improve Memory
Dr. Bernard Croisile
1) Sleep – Sleep has long been identified by scientists as the state in which our bodies optimize and consolidate newly acquired information and store it as memory. A new study in Nature Reviews Neuroscience provides further evidence that getting enough restful sleep is a key ingredient to improving memory.
2) Nutrition – It is a ‘no-brainer’ that poor nutrition will adversely affect your memory (pun intended). There is a strong body of scientific evidence that a diet rich in Omega-3 fatty acids, B vitamins, and anti-oxidants is important to brain health. One new study shows that blueberry juice might actually improve memory in older adults. In fact, the popular brain scientist Dr. Amen calls blueberries “brain berries” because of the accumulated research on the positive benefits of this fruit.
3) Relax – De-stressing and meditation are also scientifically accepted ways to improve your memory. In a well publicized study about meditation, a strong case was made that the daily practice of meditation thickened the parts of the brain’s cerebral cortex responsible for decision making, attention, and memory.
4)Physical Exercise – A recent study out of the University of Pennsylvania about exercise and memory found that people who routinely engaged in mindfulness exercises showed measurable improvements in “mind-fitness”. One of the study’s authors stated, “Working memory is an important feature of mind-fitness. Not only does it safeguard against distraction and emotional reactivity, but it also provides a mental workspace to ensure quick-and-considered decisions and action plans. Building mind-fitness with mindfulness training may help anyone who must maintain peak performance in the face of extremely stressful circumstances…”
5) Cognitive Stimulation – Lastly, it is no secret that regularly participating in brain training helps improve memory. In a study I published about HAPPYneuron, our users’ results were analyzed after completing 500 exercises over 18 weeks. On average, HAPPYneuron users improved their memory by 13.9 percent, with an overall improvement of 15.6 percent across all cognitive skills. In short, engaging your memory through practice by playing brain games at HAPPYneuron has been scientifically shown to improve memory.
2) Nutrition – It is a ‘no-brainer’ that poor nutrition will adversely affect your memory (pun intended). There is a strong body of scientific evidence that a diet rich in Omega-3 fatty acids, B vitamins, and anti-oxidants is important to brain health. One new study shows that blueberry juice might actually improve memory in older adults. In fact, the popular brain scientist Dr. Amen calls blueberries “brain berries” because of the accumulated research on the positive benefits of this fruit.
3) Relax – De-stressing and meditation are also scientifically accepted ways to improve your memory. In a well publicized study about meditation, a strong case was made that the daily practice of meditation thickened the parts of the brain’s cerebral cortex responsible for decision making, attention, and memory.
4)Physical Exercise – A recent study out of the University of Pennsylvania about exercise and memory found that people who routinely engaged in mindfulness exercises showed measurable improvements in “mind-fitness”. One of the study’s authors stated, “Working memory is an important feature of mind-fitness. Not only does it safeguard against distraction and emotional reactivity, but it also provides a mental workspace to ensure quick-and-considered decisions and action plans. Building mind-fitness with mindfulness training may help anyone who must maintain peak performance in the face of extremely stressful circumstances…”
5) Cognitive Stimulation – Lastly, it is no secret that regularly participating in brain training helps improve memory. In a study I published about HAPPYneuron, our users’ results were analyzed after completing 500 exercises over 18 weeks. On average, HAPPYneuron users improved their memory by 13.9 percent, with an overall improvement of 15.6 percent across all cognitive skills. In short, engaging your memory through practice by playing brain games at HAPPYneuron has been scientifically shown to improve memory.
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Memory Boosters
-To assist with working memory:
-Focus on one concept at a time
-List all steps
-Write all work down
-Use reading guides and plot summaries
-Teach note-taking skills-let the student use a study buddy or teacher-prepared notes to fill in gaps
-List all key points on board -Provide summaries, study guides, outlines, and lists -Let the student use the computer
-To assist with memory retrieval:
-Teach the student memory strategies (grouping, chunking, mnemonic devices) -Practice sorting main ideas and details -Teach information and organization skills
-Make necessary test accommodations (allow open book tests; use word banks; use other memory cues; test in preferred modality-e.g., orally, fill in blank; give frequent quizzes instead of lengthy tests)
Attention Getters and Keepers
-For problems beginning tasks:
-Repeat directions -Increase task structure -Highlight or color code directions and other important parts -Teach the student keyword underlining skills -Summarize key information
5-Give visual cues
-Have the class start together
-For problems sticking with and finishing tasks:
-Add interest and activity to tasks -Divide larger tasks into easily completed segments -Shorten overall tasks -Allow the student choice in tasks -Limit lecture time -Call on the student often
-Focus on one concept at a time
-List all steps
-Write all work down
-Use reading guides and plot summaries
-Teach note-taking skills-let the student use a study buddy or teacher-prepared notes to fill in gaps
-List all key points on board -Provide summaries, study guides, outlines, and lists -Let the student use the computer
-To assist with memory retrieval:
-Teach the student memory strategies (grouping, chunking, mnemonic devices) -Practice sorting main ideas and details -Teach information and organization skills
-Make necessary test accommodations (allow open book tests; use word banks; use other memory cues; test in preferred modality-e.g., orally, fill in blank; give frequent quizzes instead of lengthy tests)
Attention Getters and Keepers
-For problems beginning tasks:
-Repeat directions -Increase task structure -Highlight or color code directions and other important parts -Teach the student keyword underlining skills -Summarize key information
5-Give visual cues
-Have the class start together
-For problems sticking with and finishing tasks:
-Add interest and activity to tasks -Divide larger tasks into easily completed segments -Shorten overall tasks -Allow the student choice in tasks -Limit lecture time -Call on the student often
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Class 11: Study Skills, Projects, and Assessment
We will spend some time working with study skills this week, as well as presenting our projects.
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Class 12: Presentations, Literacy
We will spend time looking at:
1. Student Presentation of A3 project
2. Review of problematic behaviors and how to handle them.
3. Literacy strategies for those who struggle Prezi
4. One Minute Discussion: Review of course
5. Survey of course: https://www.surveymonkey.com/s/Wiedenmayer_Toby_SPED_520
1. Student Presentation of A3 project
2. Review of problematic behaviors and how to handle them.
3. Literacy strategies for those who struggle Prezi
4. One Minute Discussion: Review of course
5. Survey of course: https://www.surveymonkey.com/s/Wiedenmayer_Toby_SPED_520
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