Workshop #2http://xlearners.wordpress.com

Rachel Karlsen

Learning goals and discussions:•Define/know the major components of the definition of specific learning disabilities•Know the characteristics of students with learning disabilities and ADHD•Comprehend the techniques to use in classroom to benefit students with learning disabilities •Understand strategies to help students with ADHD•Define Communication disorders

Scheduled Workshops

• Workshop #1: December 6

• Workshop #2: December 13

• Workshop #3: January 3

• Workshop #4: January 10

• Workshop #5: January 17

• Workshop #6: January 24

• Workshop #7: January 31

Approximate Schedule

• 6:00-7:00 Greeting, overview of class, review posters on wall, assignments due, discussion of reading

• 7:00-7:30 Papers in file, Important Moments, Exit paper (participation points), quickwrite, notes on LD, ADHD, and Communication Disorders

• 7:30-8:00 video: Understanding Learning Disabilities or How Difficult Can This Be?

• 8:00-8:20 Break• 8:20-9:30 Group presentations (15-20 minutes each)• 9:30-9:45 Review of concepts, quickwrite, short activity• 9:45-10:00 Group work

Focus Questions

What are the major components of the definition, criteria and characteristics of students with learning disabilities or ADHD?

What information about a student with LD would you share at a multidisciplinary conference?

What techniques and strategies could you incorporate into teaching to benefit students with LD or ADHD?

What are communication disorders and in what areas might students have difficulty?

What practices might you suggest to parents of a child with a language disorder to support their child’s communication?

Inspirational message

• “I thank God for my handicaps for, through them, I have found myself, my work, and my God.” Helen Keller

• Isaiah 40:31 (KJV)But they that wait upon the LORD shall renew their strength; they shall mount up with wings as eagles; they shall run, and not be weary; and they shall walk, and not faint.

• "Do all the good you can, in all the ways you can, to all the souls you can, in every place you can, at all the times you can, with all the zeal you can, as long as you ever can." John Wesley (early American evangelist)

Please note:

• Each time I teach this course, I change some of the activities, instruction, ideas.

• Ideas, laws and special education language is continually changing

• The main concepts are on the powerpoints at http://xlearners.wordpress.com

Overview of class• Greeting (What is something you did today that made you happy/proud/excited?)• Questions about syllabus?• Introduce posters in class• Assignments due tonight • Assignments due next week • Reaction to readings……papers • Presentations (IDEA and the Law, Learning Disabilities, Communication Disorders, IEPs)• Quickwrite…Shift in Understanding• Understanding Learning Disabilities (video)• Accommodation Activities (PowerPoints that work, other)• ADHD defined • ADHD characteristics, recognize and identify symptoms• ADHD, classroom accommodations• Communication disorders• Distinguish between Speech and Language Disorders• Create accommodations for students with Speech and Language problems

What is something you did this week that made you happy/excited/proud?

Paper clip Activity

• Take a paperclip out of the supply bins.

• On a note card, write down as many uses for a paperclip as you can imagine. The paperclip can be any size, bent to any shape…

• http://www.youtube.com/watch?v=zDZFcDGpL4U

• Comments?

Students and families…(sent to me from Imagine Difference)

Communication with parents/students, using technology1. you tube

2. Classroom websites, online grading systems

3. Moodle

4. Selected websites (purplemath; mathisfun; khanacademy.org, etc)

Be clear when you communicate and listen actively….

• http://www.youtube.com/watch?v=VSdxqIBfEAw

Questions/Review

Syllabus?

Expectations?

Posters?

Assignments due tonight

• 1. Read Chapters 6 and 7. Read Meadan, H., Monda-Amaya, L. (2008)

• 3.  Watch Freaks or another movie, which would meet the learning goal. Be ready to discuss how people with disabilities were treated before PL 94-142 and IDEA, comparing treatment of disabled individuals and their employment opportunities of the 1930s and the treatment and employment opportunities for disabled people today.  Include societal morals and values and application to teachers and life. 

• 4. 15-30 minute group presentation on chosen topic (IDEIA and the Law, Learning Disabilities, Communication Disorders, and IEPs).  Remember to include: an intro with learning goals, information/activities, class involvement and wrap up/assessment.

Assignments due next week

• Mid-Term exam placed in folder (due in workshop four)• Reflection journal (about 3 pages, APA style)• Learning teams presentation: follow a lesson plan (intro with

learning goals, information/activities, class involvement, wrap up/assessment) topics: a. Emotional/behavioral disorders, b. Autistic Spectrum Disorder c. Perfectionism/Anxiety (this is an additional topic) d. Time, space and classroom management ideas for meeting the needs of all learners (this is an additional topic)

• Read chapters 8 and 9 (change from syllabus to fit new book) and More, C (2008)

• Prepare to discuss EBDs and Autism• As time allows, begin working on final presentation

DooRiddles

• Associative Reasoning Activities– Meant to teach fluency, originality, elaboration– Appropriate for grades 4-6

I’m the name of a plant,

That’s shorter than a tree;

Bigger than a flower,

A President’s named me.

What am I?

More DooRiddles

I keep out all the flies,

But let in all the air;

Movies play upon me,

While you just sit and stare.

What am I?

…and one more…(p. 21)

I’m smaller than a city,

And I contain an O;

And when you go to my down,

Then you can see a show.

Reactions to Readings…

• Thoughts?

• Ideas?

• Anything you’d like to share?

Reactions

• Readings…– Choose a sentence from Chapter 6 that

catches your attention.– Then…choose a phrase from the sentence

that best conveys the intent of the sentence.– Choose the best word from the phrase.– Write a paragraph using all of the circled

words.

Video discussion and project

• Freaks….Music Within…Other…– Discuss main points and make a poster– Compare/contrast before and after PL 94-142

and IDEA• Employment opportunities for people with

disabilities • Treatment • Application to Teachers and Life

Joy: Joyful learning can flourish in schools…Steven Wolk

Jigsaw ActivityCan be used with any grade level; mix ability levels.

• Sort by A, B, C. Repeat.• All As combine; all Bs combine; all Cs combine

(3ish per group). • Groups will read/discuss as marked on handout.• Re-group. One A, B, C in each group (there

may be more than one, if count is uneven).• You are the expert……report what you read.

Typical questions and non-typical answers

(Cognitive)

1. Name six animals which specifically live in the Arctic.

Answer: 2 seals and 3, no, 4 polar bears.

2. How does Romeo’s character develop throughout the play?

Answer: It doesn’t; it’s just self, self, self all the way through.

Questions and Answers

(Executive Functioning)

1. Expand 2(x+y)

Answer:

2 ( x + y )

2 ( x + y )

2 ( x + y )

2 ( x + y )

Questions and Answers (last one)

(Linguistic)

1. Name the wife of Orpheus, whom he attempted to save from the underworld.

Answer: Mrs. Orpheus

Bottom line: Assessments that are adapted for students with learning disabilities usually only look at physical and sensory barriers, but often fail to consider cognitive, linguistic, executive and affective barriers.

Presentations

• Yellow/other sticky notes: feedback for each presenter; place on their mini-poster

• Presentation Evaluation: comments and score returned next week (15-30 minutes; approx. 5 minutes per person…timer beeps)

• IDEA and the Law• Learning Disabilities • Communication Disorders• IEPs

Quickwrite: Shift in understanding (journal)FROM SEEING A CHILD AS: TO UNDERSTANDING A CHILD AS:

Won’t Can’t

Bad, frustrated Defeated, challenged

Lazy Tries hard

Lies Fills in

Doesn’t try Exhausted or can’t start

Mean, defensive Hurt, abused

Doesn’t care Cannot show feelings

Refuses to sit still Overstimulated

Fussy, demanding Oversensitive

Resisting Doesn’t get it

Trying to make me mad Can’t remember

Trying to get attention Needing contact, support

Acting younger Being younger

Thief Doesn’t understand ownership

Doesn’t try Tired of failing

Doesn’t get the obvious Needs many reteaching

Video

• Understanding Learning Disabilities– Also called “Learning Differences”

– For tonight, this will be switched with “How Difficult Can This Be?”

Five Principles for Maintaining On-Task Behavior (other strategy ideas?)

Principle Strategies/Activities

Establish your presence in the classroom

Use a signal to gain student attentionWait until all are listening to begin instruction

Create orderly and predictable environments

Make expectations clearBe flexible, but have a schedule

Offer relevant tasks with a variety of activities

Offer a variety of tasks to match learning goal

Keep all students involved in classroom tasks

Move closer to students who are off-taskAsk questions to bring focus back

Use feedback to guide students Verbal, written or nonverbalFeedback should be positive and encouraging

Accommodations in the classroomAccommodations in the classroom

Manipulatives….hands onManipulatives….hands on Story map, guidelines, graphic organizersStory map, guidelines, graphic organizers Checklist (math, science, writing)Checklist (math, science, writing) Handouts (review)Handouts (review) Reciprocal Reading (see handouts, Reciprocal Reading (see handouts,

changes/next slide)changes/next slide)

Operational Guidelines for the Operational Guidelines for the Definition of SLDDefinition of SLD

Student does not achieve commensurate Student does not achieve commensurate with their age and ability level in one or with their age and ability level in one or more specific areas when provided with more specific areas when provided with appropriate learning experiencesappropriate learning experiences

Student has participated in but does not Student has participated in but does not respond adequately to scientific, research-respond adequately to scientific, research-based interventionbased intervention

Students not included in SLD Students not included in SLD categorycategory

If deficit is the primary result of:If deficit is the primary result of: Visual, hearing or motor disabilityVisual, hearing or motor disability Mental retardationMental retardation Emotional disturbanceEmotional disturbance Environmental, cultural or economic Environmental, cultural or economic

disadvantagedisadvantage Lack of appropriate instruction in readingLack of appropriate instruction in reading

Major Components of Federal Major Components of Federal Definition of Learning DisabilitiesDefinition of Learning Disabilities Difficulty with academic learning tasksDifficulty with academic learning tasks Discrepancy between expected and actual Discrepancy between expected and actual

achievement that can be documented achievement that can be documented through low RTIthrough low RTI

Disorder in basic psychological processingDisorder in basic psychological processing Exclusion of other causesExclusion of other causes

Characteristics of Students with Characteristics of Students with Learning DisabilitiesLearning Disabilities

Unexpected difficulty or low performance in Unexpected difficulty or low performance in one or more academic areasone or more academic areas

Ineffective or inefficient information-Ineffective or inefficient information-processing or learning strategies in area(s) processing or learning strategies in area(s) of difficultyof difficulty

Terms Related to Learning Terms Related to Learning DisabilitiesDisabilities

Dyslexia Dyslexia – Severe difficulty in learning to read, particularly with Severe difficulty in learning to read, particularly with

decoding and spellingdecoding and spelling

DysgraphiaDysgraphia– Severe difficulty learning to write, including handwritingSevere difficulty learning to write, including handwriting

DyscalculiaDyscalculia

– Severe difficulty learning mathematical Severe difficulty learning mathematical concepts and concepts and computationscomputations

Reading, Writing and Mathematics Reading, Writing and Mathematics difficulties and Students with LDdifficulties and Students with LD

Reading difficulties are the most frequent Reading difficulties are the most frequent characteristic of students with learning characteristic of students with learning disabilitiesdisabilities

Writing problems students with LD experience:Writing problems students with LD experience:– Handwriting, spelling, productivity, mechanics, Handwriting, spelling, productivity, mechanics,

organization, compositionorganization, composition

Mathematics problems for students with LD Mathematics problems for students with LD include: include: – Basic math calculations and problem solvingBasic math calculations and problem solving

Instructional Techniques and Instructional Techniques and Accommodations for Students with LDAccommodations for Students with LD

No one approach or technique is appropriate No one approach or technique is appropriate for all students for all students

Common practices include:Common practices include:– Controlling task difficultiesControlling task difficulties– Teaching in small groups (six or fewer)Teaching in small groups (six or fewer)– Using graphic organizers or visual displaysUsing graphic organizers or visual displays– Using combination of instruction strategiesUsing combination of instruction strategies– Providing modeling and “think alouds”Providing modeling and “think alouds”– Teaching students to self-monitorTeaching students to self-monitor– Provide opportunities for practice and feedbackProvide opportunities for practice and feedback

Instructional PrinciplesInstructional Principles

Using learning tools and aidsUsing learning tools and aids Adjusting workload and timeAdjusting workload and time Presenting and having students Presenting and having students

demonstrate their learning in multiple waysdemonstrate their learning in multiple ways Teaching students to use memory strategiesTeaching students to use memory strategies

Attention Deficit Hyperactivity Disorder –Attention Deficit Hyperactivity Disorder –Myths and MisunderstandingsMyths and Misunderstandings

ADHD is not real and was made up by ADHD is not real and was made up by pharmaceutical communitiespharmaceutical communities

ADHD is a disorder that only affects young ADHD is a disorder that only affects young childrenchildren

ADHD is overdiagnosed and many individuals ADHD is overdiagnosed and many individuals who are labeled ADHD are notwho are labeled ADHD are not

ADHD is likely the result of overmedicating ADHD is likely the result of overmedicating childrenchildren

ADHD is a result of poor parentingADHD is a result of poor parenting

DSM-IV Desription of the Types DSM-IV Desription of the Types of ADHDof ADHD

ADHD, Predominantly Inattentive TypeADHD, Predominantly Inattentive Type ADHD, Predominantly Hyperactive-ADHD, Predominantly Hyperactive-

Impulsive TypeImpulsive Type ADHD, Combined TypeADHD, Combined Type Students who display either or both of these Students who display either or both of these

characteristics can be identified as ADHDcharacteristics can be identified as ADHD

Inattention Type of ADHDInattention Type of ADHD

Behavior consistent over six monthsBehavior consistent over six months Consists of at least six of the following Consists of at least six of the following

behaviors:behaviors:– Failing to pay close attention to details and Failing to pay close attention to details and

making careless mistakes that are inconsistent making careless mistakes that are inconsistent with child’s developmental levelwith child’s developmental level

– Failing to sustain attention to tasks and/or play Failing to sustain attention to tasks and/or play activitiesactivities

– Failing to listen, even when spoken to directlyFailing to listen, even when spoken to directly

Inattention Type ADHD-Inattention Type ADHD-ContinuedContinued

Failing to complete tasksFailing to complete tasks Having difficulty with organizationHaving difficulty with organization Resisting working on tasks that require Resisting working on tasks that require

sustained attentionsustained attention Losing materials and objectsLosing materials and objects Becoming easily distractedBecoming easily distracted Being forgetfulBeing forgetful

Hyperactivity Type ADHDHyperactivity Type ADHD

Consistent (over six months) and highly Consistent (over six months) and highly inappropriate levels of the following:inappropriate levels of the following:– HyperactivityHyperactivity

Fidgeting or squirmingFidgeting or squirming Having a difficult time remaining seated in classHaving a difficult time remaining seated in class Running or climbing excessively when it’s not Running or climbing excessively when it’s not

appropriateappropriate Having difficulty playing quietlyHaving difficulty playing quietly Talking too muchTalking too much Acting as though “driven by a motor”Acting as though “driven by a motor”

Impulsivity Type ADHDImpulsivity Type ADHD

Consistent (over 6 months) and highly Consistent (over 6 months) and highly inappropriate levels of the following:inappropriate levels of the following:– Blurting out answersBlurting out answers– Difficulty waiting for their turnDifficulty waiting for their turn– Interrupting others or butting into activitiesInterrupting others or butting into activities

Onset of inattention and/or hyperactivity Onset of inattention and/or hyperactivity should be present before age 7 and in should be present before age 7 and in two or more separate settings.two or more separate settings.

Characteristics of Students with Characteristics of Students with ADHDADHD

FeFeeling fidgety and restlesseling fidgety and restless Blurting out answersBlurting out answers Having poor sustained attention or vigilance and Having poor sustained attention or vigilance and

being easily distractedbeing easily distracted Being impulsive or having poor delay of Being impulsive or having poor delay of

gratificationgratification Being hyperactiveBeing hyperactive Exhibiting diminished rule-governed behaviorExhibiting diminished rule-governed behavior Having increased variability of task performanceHaving increased variability of task performance

Eligibility for Services and Sp Ed lawEligibility for Services and Sp Ed law

Two laws provide provisions for eligibility Two laws provide provisions for eligibility and servicesand services– IDEIA – mandates procedures for identifying IDEIA – mandates procedures for identifying

students and how services should be provided students and how services should be provided and monitoredand monitored

– Section 504 – focuses on equity and access in Section 504 – focuses on equity and access in all areas of life and does NOT detail how all areas of life and does NOT detail how services are providedservices are provided

Instructional Guidelines and Instructional Guidelines and Accommodations for Students with Accommodations for Students with

ADHDADHD Positive attitudes towards mainstreaming and inclusion of Positive attitudes towards mainstreaming and inclusion of

students with ADHDstudents with ADHD Ability to collaborate as a member of a interdisciplinary Ability to collaborate as a member of a interdisciplinary

teamteam Knowledge of behavior-management proceduresKnowledge of behavior-management procedures Use novelty in instruction and directionsUse novelty in instruction and directions Maintain a scheduleMaintain a schedule Prepare students for transitions and provide supportPrepare students for transitions and provide support Emphasize time limitsEmphasize time limits Provide organizational assistanceProvide organizational assistance

Accommodations for Accommodations for Students...continuedStudents...continued

Provide rewards consistently and oftenProvide rewards consistently and often Be brief and clearBe brief and clear Arrange environment to facilitate attentionArrange environment to facilitate attention Provide optimal stimulationProvide optimal stimulation Allow for movement and postures other than Allow for movement and postures other than

sittingsitting Promote active participation through Promote active participation through

effective questioning techniqueseffective questioning techniques

Teacher’s Role in Monitoring Teacher’s Role in Monitoring MedicationMedication

Teachers should work with parents and Teachers should work with parents and doctors to observe the following:doctors to observe the following:

Changes in impulsivity, attention, activity level, frustration Changes in impulsivity, attention, activity level, frustration level, organizational skills, interest in school work, and level, organizational skills, interest in school work, and behavioral inhibitionbehavioral inhibition

Changes in academic performanceChanges in academic performance Changes related to changes in medication dosageChanges related to changes in medication dosage Possible side effects (sleepiness, loss of appetite)Possible side effects (sleepiness, loss of appetite) Duration of the medication dosageDuration of the medication dosage

In journal/other: Mystery picture activity-In journal/other: Mystery picture activity-Barrier Game p. 112, modified Barrier Game p. 112, modified

(learning goal: practice transition words, following (learning goal: practice transition words, following directions, communicate clearly)directions, communicate clearly)

First, about 1/3 way down your paper, draw two dots. They should be in line First, about 1/3 way down your paper, draw two dots. They should be in line with each other and about 4 inches apart, centered on paper.with each other and about 4 inches apart, centered on paper.

Next, starting at the left dot, draw a very large ‘u’, ending at the right dot. The Next, starting at the left dot, draw a very large ‘u’, ending at the right dot. The ‘u’ should be centered on your paper with equal space above and below it.‘u’ should be centered on your paper with equal space above and below it.

Then, at the upper left point of the ‘u’, draw a small ‘c’. At the upper right point Then, at the upper left point of the ‘u’, draw a small ‘c’. At the upper right point of the ‘u’, draw a backwards ‘c’ of the same size.of the ‘u’, draw a backwards ‘c’ of the same size.

In addition, beginning at the top of the left ‘c’ and ending just above the In addition, beginning at the top of the left ‘c’ and ending just above the backwards ‘c’, draw a constantly zig-zagging line in a slight upwards arch. The backwards ‘c’, draw a constantly zig-zagging line in a slight upwards arch. The zig zags should be closely spaced, running up and down within a span of about zig zags should be closely spaced, running up and down within a span of about 1 ½ inches.1 ½ inches.

Also, think about your starting dots. Imagine a straight line running across the Also, think about your starting dots. Imagine a straight line running across the paper and connecting them. Just below the imaginary line, draw two small paper and connecting them. Just below the imaginary line, draw two small ovals (slightly smaller than a dime), centered on paper and almost touching ovals (slightly smaller than a dime), centered on paper and almost touching each other.each other.

In the middle of these ovals, draw a blackened dot. In the middle of these ovals, draw a blackened dot. Below the center of the ovals, draw another ‘c’.Below the center of the ovals, draw another ‘c’. Finally, about an inch below this, draw a wide, sweeping arc that appears to be Finally, about an inch below this, draw a wide, sweeping arc that appears to be

a smile.a smile.

If time, quickwrite in journalIf time, quickwrite in journal

““Students don’t care how much you know Students don’t care how much you know until they know how much you care.”until they know how much you care.”

Communication and Communication and Communication DisordersCommunication Disorders

Communication is the process of Communication is the process of exchanging ideas, information, needs and exchanging ideas, information, needs and desiresdesires

Communication Disorders refers to students Communication Disorders refers to students who demonstrate difficulties exchanging who demonstrate difficulties exchanging knowledge, ideas, opinions, desires and knowledge, ideas, opinions, desires and feelingsfeelings

Why Do We Communicate with Why Do We Communicate with Self and Others?Self and Others?

Communication DisordersCommunication Disorders(Speech, Language, Hearing)(Speech, Language, Hearing)

Speech disorders: difficulty with the verbal Speech disorders: difficulty with the verbal means of communicationmeans of communication– Articulation: production of speech soundsArticulation: production of speech sounds

May be influenced by local dialectsMay be influenced by local dialects

– Fluency: flow and rate of speechFluency: flow and rate of speech Possibly stutteringPossibly stuttering

– Voice: quality of speech (quality, pitch, Voice: quality of speech (quality, pitch, intensity)intensity) Possibly problems due to misusing the voice-yelling, Possibly problems due to misusing the voice-yelling,

etcetc

School-Age Language DisordersSchool-Age Language Disorders

Language functions as an integral part of Language functions as an integral part of the communication processthe communication process

A person’s ability to understand and what is A person’s ability to understand and what is being communicated is referred to as being communicated is referred to as comprehension or receptive languagecomprehension or receptive language

A person’s ability to convey the intended A person’s ability to convey the intended message is referred to as production or message is referred to as production or expressive languageexpressive language

Communication DisordersCommunication Disorders

Language: allows us to represent ideas using a Language: allows us to represent ideas using a conventional codeconventional code– Comprehension/receptive: ability to understand Comprehension/receptive: ability to understand

what is being communicatedwhat is being communicated Students may have difficulties following directions, Students may have difficulties following directions,

understanding concepts and multiple meaningsunderstanding concepts and multiple meanings

– Production/expressive: ability to convey the Production/expressive: ability to convey the intended messageintended message Students may have difficulty using correct grammar, Students may have difficulty using correct grammar,

thinking of the right word and repairing communication thinking of the right word and repairing communication when the listener doesn’t understandwhen the listener doesn’t understand

MetalinguisticsMetalinguistics

The ability to judge the correctness of The ability to judge the correctness of language and to correct/improve itlanguage and to correct/improve it

To promote language and metalinguistic To promote language and metalinguistic skills play word games (rhyming, clapping skills play word games (rhyming, clapping for syllables, antonym/synonym/homonym for syllables, antonym/synonym/homonym listing)listing)

Identifying and Assessing Students with Identifying and Assessing Students with Communication DisordersCommunication Disorders

Most students are identified in preschool or Most students are identified in preschool or in early elementary gradesin early elementary grades

Steps teachers should follow for suspected Steps teachers should follow for suspected communication disorders:communication disorders:– Talk with speech and language specialist to Talk with speech and language specialist to

schedule a time to observe students in classschedule a time to observe students in class– Call student’s parents and ask about Call student’s parents and ask about

communication at homecommunication at home– Determine whether students need an evaluationDetermine whether students need an evaluation

Working with Parents to Extend Working with Parents to Extend Language ConceptsLanguage Concepts

Activities for younger students:Activities for younger students:– Send home a short description or picture of class activity Send home a short description or picture of class activity

for parent to ask open-ended questionsfor parent to ask open-ended questions

– Inform parents of new vocabulary child is learningInform parents of new vocabulary child is learning

– Have child bring new words to class learned at homeHave child bring new words to class learned at home

– Inform parents of new social language concepts practiced Inform parents of new social language concepts practiced in classin class

– Have students ask parents questions on topics learned in Have students ask parents questions on topics learned in classclass

– Practice figurative language by telling jokes and word Practice figurative language by telling jokes and word punspuns

Working with Parents to Extend Working with Parents to Extend Language ConceptsLanguage Concepts

Activities for Older StudentsActivities for Older Students– Encourage families to let students take responsibility for Encourage families to let students take responsibility for

communicating in the communitycommunicating in the community– Encourage parents to ask students to explain school Encourage parents to ask students to explain school

assignments and homeworkassignments and homework– Model and encourage following conversation rules like Model and encourage following conversation rules like

taking turns, active listening and topic maintenancetaking turns, active listening and topic maintenance– Listen to students’ stories, goals, and needs and help Listen to students’ stories, goals, and needs and help

them problem solve situationsthem problem solve situations

Speech/Language Accommodation Speech/Language Accommodation ideasideas

Create an accepting classroom communityCreate an accepting classroom community Avoid competitionAvoid competition Multiple readings of content area to promote Multiple readings of content area to promote

fluencyfluency Demonstrate connections between conceptsDemonstrate connections between concepts Promote language through conversationPromote language through conversation Other?Other?

Speech/Language activitySpeech/Language activity

Purpose: build awareness of difficulty in Purpose: build awareness of difficulty in communicating when a student has a communicating when a student has a speech disorderspeech disorder– In groups of two or three. One person puts In groups of two or three. One person puts

tongue depressor sideways in mouth. Tells tongue depressor sideways in mouth. Tells other partner or two what to draw from picture other partner or two what to draw from picture handed to them. Partner draws picture.handed to them. Partner draws picture.

Great MindsGreat Minds

Fi yuo cna raed tihs, yuo hvae a sgtrane mnid tooFi yuo cna raed tihs, yuo hvae a sgtrane mnid too

Cna yuo raed tihs? Olny 55 plepoe out of 100 can.Cna yuo raed tihs? Olny 55 plepoe out of 100 can.

i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! was ipmorantt!

If time, Grading and LearningIf time, Grading and Learning(put with info for third night)(put with info for third night)

A~Seven Practices for Effective LearningA~Seven Practices for Effective Learning B~Farce Called GradingB~Farce Called Grading C~How to Grade for LearningC~How to Grade for Learning

– Divide into three groupsDivide into three groups– Skim/scan reading packetSkim/scan reading packet– Prepare a large “poster” to show the whole Prepare a large “poster” to show the whole

group.group.

Wrap up and Group Work timeWrap up and Group Work time(9:40ish)(9:40ish)

Review goalsReview goals

PresentationsPresentations

Group timeGroup time

9:40ish9:40ish