lisa a. dieker, ph.d.handouts.pbworks.com/w/file/fetch/113181916/a_inservice... · 2020-06-11 ·...
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1
Creating Effective Inclusive Schools and Classrooms
Lisa A. Dieker, Ph.D. Professor and Lockheed Martin Eminent Scholar
University Central Florida
College of Education and Human PerformanceOrlando, Florida
lisa.dieker@ucf.edu
Handouts: http://handouts.pbworks.com
7 Strategies that Work1) Creating a School-Wide Culture2) Celebrating the Success of All Students3) Developing Interdisciplinary Collaboration4) Implementing Effective Co-Teaching5) Establishing Active Learning Environments6) Implementing Successful Evidence-Based
Instruction 7) Improving Grading and Assessment
Page 3
1. CREATING A SCHOOL-WIDE CULTURE
School-Wide
2
Consistent but Flexible Checklist
üTechnology AccessüGradingüHomework üTeam work/Co-
TeachingüBehavior üActive Learning
Consistent but Flexible Checklist
üTechnology AccessüGradingüHomework üTeam work/Co-
TeachingüBehavior üActive Learning
2. Celebrating the Success of All Students
*On a Roll*Student of the..
HourDayWeekMonth
*Quote of the Day*Yearbook
Page 21
3. INTERDISCIPLINARY COLLABORATION
http://www.delicious.com/ldieker
3
Page 24 Page 25
An Alternative To Suspension
4. IMPLEMENTING EFFECTIVE
CO-TEACHING
Assessments£Oral assessments£Self-checking assessments £Computer-based assessments£Reflections£Precision teaching
£Performance£Demonstration£Portfolio£Rubrics
£Videos/media£Other ________________________________________________________
Tools£Rubistar£Dragon Dictation£PBL Checklist£Edumoto£Voki£Voicestream£Slideboom£Prezi£Google Docs£Other__________________________________________________________________________________________
Targetedskills£Note-Taking£Writing£Reading£Communication£Social skills£Behavior£Participation£Engagement£Organization£Collaboration
ServiceDelivery£ Co-Teach£ Support Facilitation £ Consultation£ Mainstream
ATasteofSuccess:
AMenuofOptionsfortheInclusiveClassroom
4
SpecificInstructionalStrategiesthatLeadtoAchievementGains
One Support Co-Teacher’s Recipe:
Invites Teachers Weekly to Select Best Use of Time from Menu
Lists sample mini-lessons topics she can share
Conferences with ALL students to set goals
When not instructing, circulates with gradebook and consults with ALL students
✔
Whatwillyouputonyourmenu?
Inclusion Backpack p. 63
••
solo plastic plates - cut up tshirts/ragslow odor dry erase markerswiki stixcalculator (talking)clipboardpapergraph papergolf pencils
koosh ball (2)stress ball (2)fun writing penserasable highlighterspencil gripsTeach timersKagan chartsLivescribe penVibrating watchFlip camera
http://www.delicious.com/ldieker
“True” Co-teaching
•Co-Planning•Co-Instructing•Co-Assessing
5
One Teach, One Observe/Drift
• lead teacher• support teacher typically
works with targeted student• Data collection of target
behavior or skill typically expected
• little planning
One Lead, One Support
•lead teacher•support teacher•little planning
(Cook & Friend, 1993)
Page 33
Page33bottom
•divide content•share but separate responsibilities
Station Teaching
6
•same content•deliver instruction to half the class
•joint planning
Parallel Teaching
•one large group, one small• small group preteaches, reinforces or reteaches large group
• joint planning
Alternative Teaching
• shared instruction• coordinated activities in one
lesson• mutual trust and commitment• co-planning
Team Teaching Common Characteristics of an entire lesson
• Both teachers have presence in their role• A climate of success for all students is created -
with both teachers focusing on ALL• Progress is monitored and learning assessed
daily• Academic and social skills are taught• Objectives are clear• Engaged learning time is maximized• Differentiation is expected by both teachers
Page 36
Quick and Dirty Planning
5 min Review/Preparation Sp Ed15 min New content Gen Ed10 min Guided Practice Sp Ed20 min Independent Practice Both5 min Closure/Feedback Either
–Hines, 2016
Page 41
Utilize your co-plan time wisely
• White boards• Thumbs• Using in and out box• Stay focused
Page 41
7
Co-Teaching Backpacks p. 63
••
solo plastic plates - cut up tshirts/ragslow odor dry erase markerswiki stixcalculator (talking)clipboardpapergraph papergolf pencils
koosh ball (2)stress ball (2)fun writing penserasable highlighterspencil gripsTeach timersKagan chartsLivescribe penVibrating watchFlip camera
5 & 6. ESTABLISHING ACTIVE LEARNING
ENVIRONMENTS AND EVIDENCE-BASED
PRACTICES
Memory• Memory is a process not a
thing.• How does memory relate to
our teaching?• Sensory input (sight,
sound, smell, taste, touch)• 90% of what goes in is
dismissed
Page 43
Signals are turned into perceptions.
We move from perception to attention.
We don’t pay attention. We are always attending.
We don’t attend to things we cannot make sense out of for meaning.
Page 43
Working MemoryTypically information remains here
for only 15-20 seconds
7 things at a time (e.g., phone number)
Chunking information
Association with other knowledge
Emotional hook-up
Page 43
Let’s go to the doctor
8
• Three things I know p. 51• Excuse book p. 51 example• IEP Summary p. 53• Peer mentoring • Clear the Air
Name Excuse What you plan to do about the missing assignment?
Lisa Dieker Forgot my assignment
I will bring it to you 3rd
hour.
Zobee J. Didn’t do it Nothing
Excuse Book(Please print clearly so your
parent/guardian can read your excuse)
Page 50
• Skim, Rap and Map (See example p. 70)
• Predictions p. 68
• Book Share p. 68
• Spirit Reading p. 68
Pages 65-68
Comprehension Strategies Create a CD Cover (Draw a picture)
Author’s Chair
TimelineExcellent for chapter books/social studies
Also helps with proficiency testing
Pages 68-71
• Find Opportunities for Students to Write across the curriculum
• Telementoring• Kamishibai• Peer Editing with credit• Red/Green Pen • Crystal Ball or Yesterday’s News
Pages 70-71
Writing Strategies
9
Types of Disability issues in mathematics
PerseverationLanguage Issues
ReasoningPerceptual Skills
Memory
Page 75
Math in the Movies
K-N-W-S
K
WhatfactsdoIKNOW fromtheinformation
presentedintheproblem?
N
WhichinformationisNOT needed?
W
WHAT doestheproblemaskme
tofind?
S
WhatSTRATEGY/Operation/ToolswillIusetosolvethisproblem?
Page 75
Math Adaptations
KNWSPlace Value Chart
CalculatorsMath Chair
Error Analysis student-centered approach
Pages 72-74
Yard Hundreds
Tens Ones Yard Hundreds
Tens Ones Yard Hundreds
Tens Ones
1 3 4 , 6 5 3 , 9 0 3
Page 73
Place Value Chart Example
• Brainpop • How Stuff Works• What’s the Connection? • Alternative Lesson or Outcome• Ask Peer to Construct Knowledge• Online Frog and Pig Dissection• www.froguts.com• www.whitman.edu/biology
Pages 76-77Science
(All of the reading strategies apply to this area too.)
10
• Alternative Outcomes• Multi-sensory Focus• Coordinate with Content Areas• Reduce Number of
Materials/Requirements
Page 78
Art, Music and Physical Education
• Readability• Multisensory• Collaborative Box• Great Websiteshttp://tenbyten.org/http://www.newsmap.jp/http://www.newseum.org/
Social Studies(all reading strategies work too)
Page 79-80
GradingStrong secondary schools are finding ways to move away
from a letter system, Marzano, 2001
• IEP/Contract Grading (see example p. 98)
• Checklist
• Shared grading
• Multiple grading/rubrics (see example p. 102)
• Portfolio grading (student led conferences with Power Point )
Pages 83Page 84
2 Minute Assessment
Different students, different tests!
Ask Questions!
Name_______________________
Concept: Matter
1. Tell me what “matter” means in your own words.
2. Name one example of matter in this classroom.
3. Name one example of matter you would find in your home.
Assessment tools – p. 92• Observation• Sample Analysis• Task Analysis• Inventories• Criterion-Reference Tests• Probes• Checklist• Interviews questionnaires• Learning Environment• Exhibitions
11
Brown Bag AssessmentExample of UDL and
Assessment
Pages 88-89 3 Things I know Activity p. 53
• From today…–Three things that you now know
more about related to inclusion or co-teaching
–One thing you plan to implement immediately
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