GO TOs

Core Values (TIU3)

Caring Teamwork

Learning Styles (TIU4) Learning styles with 2 examples – place a star by your preferred styles

Style: *Visual Learner Style: *Auditory Learner Style: *Kinesthetic Learner

ex. ex. ex.

Use charts Audio books Hands on Activities

ex. ex. ex.

Show demonstrations Repeating things Moving around the room

Activate the Brain – The R’s (TIU7)

1. 4. 7. R

2. 5. 8. R

3. 6. 9.
R

Teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocabulary. Using words in

different contexts

2. 4.
Learning vocabulary words before reading Learning vocabulary in both written text and oral
the text speech.

Strategies for Differentiation (SS2)

1. Modeling with think alouds 3. Using graphic organizers/mind maps

2. Breaking a topic into parts 4.

Creating opportunities for student conversation/
Strategies for Success (SS2-7) Provide 2 examples of each
discussion
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Rally Robbin Small groups

Grouping

Graphic
Venn Diagram Mind Map
Organizers

Advanced
Organizers

Similarities / Differences
T- chart

Summarizing &
Notetaking Cornell notes

Cues & Questions

Differentiating instruction

Blooms Verbs (SS8 and SS9)

Create Collect, develop, rewrite, arrange, construct

APPS: App: Storytelling & presenting

Evaluate Critique, assess, evaluate, rate, explain

APPS: App: Networking & Conferencing

Compare, manipulate, prepare, write, modify

Analyze
App: Outlining (Mind Map) & Reworking
APPS:
Use, practice, apply, solve, discover
Apply
App: Showcasing & Interviewing
APPS:
Explain, express, infer, review, summarize
Comprehension
App: Explaining & organizing
APPS:
Identify, Memorize, label, match, recall
Remember
App: Describing & curating
APPS:
Four Questions to redirect behavior (CBM5)

1.

2.

3.

4.

Modifications and Accommodations (E6)

Quantity
Definition
The number of activities the
student will learn prior to
assessment for mastery.
Time Level of Support
Definition Definition
Adjust the time for learning material, Keep students on task and build
assignments, and testing. relation ships with them and use space
and environmental structures.

Example Example Example

Add extra practice activities and Increase or decrease time as needed for Have teaching assistant, work in
reduce the number of vocabular test and assessments. groups.
that needs to be learned.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Change the skill level of the problem to Adapt how the students respond to
delivered to the learner. adapt to the students way of learning. instructions.

Example Example Example

Use visual aids, hands on Modify problems or directions to help Allow student to respond verbally, or
activities, groups, pre teach students understand the information. allow students to show knowledge with
concepts and terms. hands on materials.

Participation Notes:
Definition
Adapt the extent on how a learner
is actively involved on task.
Example
Have students help out with
lesson and activities. Lead groups
or help with turning a page in a
book.
Suggestions for working with Students in Poverty (E12)

1. Act quickly to stop harassment or bullying in the 4. Help build their self-esteem.
classroom.

2. Help them relate to their work with real life experiences 5. Keep expectations for poor students high, Poverty
does not mean ignorance.

3. 6.
Build a strong relationship built on trust Show that you value all students for their character
and not for possessions.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy When / how to use it Define it
name
1. Alphabet Matching Can do this in small group or whole group Matching letters to sounds that
setting. Name letters and sounds each letter makes.

2. Helps students comprehension and

Story Sequence Small group or whole group. Use after
retailing the story and orders of
reading a story
events.
3.
Word maps Small group or whole group. When defining When defining words in any
words in different subjects stu. Will draw subject area.
pictures and create their own definition.

Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson

Use graphic organizers, Outlines, and Highlighted text
2. Build background
Concept definition map, vocabulary self selection, Content word wall
3. Make verbal communication understandable
Appropriate speech, explanation of academic tasks, Sentence strips

4. Learning strategies (this one should be easy!)

“I wonder”, summarizing, Question techniques
5. Opportunities for interaction
Cooperative Learning Activities, Homogenous or heterogeneous grouping, partnering

6. Practice and application

Hands on practice, Discussion and doing, Social interaction

7. Lesson delivery
Stated oral, written on the board for all to see, engaging to students

8. Review and assess

Review key concepts, informal assessments, evaluations