1 break out 3 supporting students with learning disabilities
TRANSCRIPT
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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…