break out 3

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Break Out 3

Supporting Students with Learning Disabilities

Tea Party

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Minds on…

Tea Party

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• “With a math lens, explain the significance of this story with respect for the need for inclusive math classrooms.”

Minds on…

DI for Students with LD

• Verbal comprehension• Perceptual reasoning• Processing speed• Memory• Executive functioning

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Action…

DI for Students with LD

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Action…

DI for Students with LDVerbal Comprehension

Strengths Needs Accommodations

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Action…

Verbal Comprehension

Strengths Needs Accommodations

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Action…

Multiple representations using manipulatives

Needs access to manipulatives, models and concrete objects to support connections between concepts and skills

Verbal Comprehension

Strengths Needs Accommodations

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Action…

Multiple representations using manipulatives

Needs access to manipulatives, models and concrete objects to support connections between concepts and skills

Share the DI for all LD lenses

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Action…

• Number off 1 – 5• Form groups based on like numbers• Share your strengths, needs and

accommodations sheet with your new group.

• As a group, create DI bullets on the lesson template as you learn new information

DI identification on lesson

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Action…

DI identification on lesson

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Action…

DI for Students with LD

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Action…

DI Strategies To Support Domains• ETFO Special Education Handbook

http://www.etfo.ca/ProfessionalDevelopment/ETFOsBookClubs/Facilitator_Guides/SpecEdHP.pdf

• LD Resources Online

www.ldonline.org

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CLIPS

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Action…

• Critical Learning Instructional Path Supports

• http://oame.on.ca/clips/• Exploring Fractions Part to Whole

– Representing Simple Fractions

CLIPS

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Action…

• What strengths do the CLIPS offer to a student with a LD in a selected domain?

CLIPS

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Action…

• What needs might still need to be supported for a student with a LD in a selected domain?

CLIPS

• How would you, in your role, support the implementation of CLIPS for a student with a LD in a selected domain?

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CLIPS

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Action…

• What strengths do the CLIPS offer to a student with a LD in a selected domain?

• What needs might still need to be supported for a student with a LD in a selected domain?

• How would you, in your role, support the implementation of CLIPS for a student with a LD in a selected domain?

Graffiti

• Be sure to respond to one set of 3 prompts displayed around the room

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Consolidation…

Graffiti – report out

• How do you purposefully plan to narrow the gap between ‘potential’ and ‘achievement?’

• How might you make use of the YCDSB document?

• How might you make use of the Gap Closing materials?

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Consolidation…