GO TOs

Core Values (TIU3) Chunyu Wang 06/15/2020

Credibility Honesty

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

Style: Visual Style: Audio Style: Kinesethic

ex. ex. ex.

Draw pictures Text book on tape Let students doing than observing

ex. ex. ex.

Give instructions by speaking Let students act out
Let students take notes

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Re-Exposing

2. 5. 8.
Rigor Routing Rehearsing
3. 6. 9.
Relevance Retaining Recognize

Teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocabulary, for example, using

vocabulary words in numerous different contexts

2. 4.
Learning vocabulary words prior to reading Learning vocabulary in both written text and
text oral speech

Strategies for Differentiation (SS2)

1. Individualized Instruction 3. Formative assessment

2. 4.
Flexible grouping Effective feedback

Strategies for Success (SS2-7) Provide 2 examples of each

Strategies for Success (SS2-7) – Provide 2 examples of each

Think-pair share: give a question, then group Jigsaw: The students work on a topic in the home
into pairs, and then share their answers group, then they go to the expert group and learn
some ideas and share with their home group.

Teacher tells a story as she draws the diagram when Students brainstorm ideas, identify content info,
teaching gallons, quarts, pints, and cups and put the anchor and analyze info through a graphic representation
chart in the room for daily references showing the relationship of the ideas

An analogy: Moon is a satellite to Earth Venn Diagram can be used to connect

as Earth is a planet to the Sun new material to prior knowledge

Compare and contrast (content, structure and Classifying (specify elements to items to
media) and using a venn diagram arrange them in groups

3-2-1 summary: 3 big ideas/facts/details; 2 Notes, comments/questions, and

examples/applications; 1 question/conclusion summarization

Comprehension tower Nine squares

Blooms Verbs (SS8 and SS9)

Create Judge, appraise, argue, defend, predict

APPS: Anchor – make your own podcast, FlipaClip- Cartoon animation

Evaluate Design, prepare, set up, plan, revise

APPS: Weebly by square, Notion

Change, compare, analyze, separate, discover

Analyze

APPS: Outliner, Padlet

Solve, practice, modify, choose, demonstrate
Apply

APPS: Periscope, Google docs

Explain, Summarize, infer, review, indicate
Comprehension

APPS: HandBase database manager, Adobe Spark Post

Define, identify, memorize, repeat, reproduce

Remember

APPS: ToDoList; Quizlet

Four Questions to redirect behavior (CBM5)

1. What are you doing?

2.
What are you supposed to be doing?
3.
Are you doing it?
4.
What are you going to do about it?

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the Increase the amount of personal assistance to
learner is expected to learn or the Adapt the time allotted and allowed keep the student on task or to reinforce or prompt
number of activities student will for learning, task completion, or the use of specific skills. Enhance adult-student
complete prior to assessment for relationship; use physical space and environmental
mastery. testing. structure.

Example Example Example

Reduce the number of math Individualize a timeline for completing a Assign peer buddies, teaching
concepts at any one time. task of a math worksheet. assistants, peer tutors to help the
student

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, Adapt how the student can respond
delivered to the learner. or the rules on how the learner may to instruction.
approach the work.

Example Example Example

plan more concrete examples like Allow the use of a calculator to Instead of answering math
using net for 3-D geometry, place figure math problem questions in writing, allow a verbal
students in cooperative groups response.

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in
the task.
Example
Ask student to use a concrete 3-D
model for geometry learning.
Suggestions for working with Students in Poverty (E12)

Provide access to computers, magazines and books. Take time to explain the rational rules and
procedures in the classroom

Keep my expectations for poor students high Arrange a bank of shared supplies for students to
borrow.
Do not make comments about students’ clothes or belongs
unless they are in violation of the dress code Do not require costly activities

Reading Strategies to Strengthen Literacy Skills (R8)

Word Wall Use it daily before and after the lesson. a collection of words which are
Practice a lot of times. displayed in large visible letters
on a wall, bulletin board, or
other display surface in a
Paired reading Pair students with same or different classroom
reading ability. Encourage pairs to ask a research-based fluency
questions to each other and share strategy used with readers who
thoughts. lack fluency.
Teacher determines the major ideas
Reading guide from a book. then write questions or Students respond to a teacher-
statements designed to guide readers created written guide of prompts
through the major ideas and as they read an assigned text.
supporting details

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

Graphic organizers, Outlines, Highlighted text
2. Build background
Contextualizing key vocabulary, Personal Dictionaries, Content Word Wall
3. Make verbal communication understandable
Appropriate Speech, Explanation of academic tasks, Use a variety of techniques

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

Learning strategies, Scaffolding strategies, Questioning techniques
5. Opportunities for interaction
Grouping configurations, Cooperative learning activities, Clarify key concepts
6. Practice and application
Hands-on materials or manipulatives for practice, Application of content and language knowledge, integration of language skills

7. Lesson delivery
Content objectives, Language objectives, Student engaged

8. Review and assess

Review of key vocabularies, Review of key content concepts, Providing feedback