1 break out 3 supporting students with learning disabilities

Download 1 Break Out 3 Supporting Students with Learning Disabilities

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  • *Break Out 3Supporting Students with Learning Disabilities

  • Tea Party*Minds on

  • Tea Party*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 LDVerbal comprehensionPerceptual reasoningProcessing speedMemoryExecutive functioning

    *Action

  • DI for Students with LD*Action

  • DI for Students with LDVerbal Comprehension*Action

  • Verbal Comprehension*ActionMultiple representations using manipulativesNeeds access to manipulatives, models and concrete objects to support connections between concepts and skills

  • Verbal Comprehension*ActionMultiple representations using manipulativesNeeds access to manipulatives, models and concrete objects to support connections between concepts and skills

  • Share the DI for all LD lenses*ActionNumber off 1 5Form groups based on like numbersShare 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*Action

  • DI identification on lesson*Action

  • DI for Students with LD*Action

  • DI Strategies To Support DomainsETFO Special Education Handbookhttp://www.etfo.ca/ProfessionalDevelopment/ETFOsBookClubs/Facilitator_Guides/SpecEdHP.pdf

    LD Resources Onlinewww.ldonline.org

    *

  • CLIPS*ActionCritical Learning Instructional Path Supportshttp://oame.on.ca/clips/Exploring Fractions Part to WholeRepresenting Simple Fractions

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

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

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

    *

  • CLIPS*ActionWhat 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?

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

    *Consolidation

  • Graffiti report outHow 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?

    *Consolidation

    Explain that this is a Tea Party as described in Think Literacy resource and Kylene Beers, When Kids Cant Read What Teachers Can Do. Selected text, in this case, selected pages from a picture book, Through the Cracks, by have been taken from a text. Each participant will wander, having conversations with one or more participants, to determine what the gist of the story will be about. At this point, facilitators prompts the following discussion point: With a math lens, explain the significance of this story with respect for the need for inclusive math classrooms.Explain that this is a Tea Party as described in Think Literacy resource and Kylene Beers, When Kids Cant Read What Teachers Can Do. Selected text, in this case, selected pages from a picture book, Through the Cracks, by have been taken from a text. Each participant will wander, having conversations with one or more participants, to determine what the gist of the story will be about. At this point, facilitators prompts the following discussion point: With a math lens, explain the significance of this story with respect for the need for inclusive math classrooms.Assign each table a different lens for the next activity. Have participants read and summarize the lens as a table. Explain that participants will be using their lens of the domain they have in their group to analyze the lesson from breakout #2. They should use the document to identify the needs of the kid with this disability and the strengths of this lesson with respect to a student who has a learning disability with each of the lens.They should use the YCDSB document to identify the needs of the student with respect to a specific learning disability based on their assigned lens. For instance, a student with a disability that is a verbal communication needs to be able to use a number of mainpulatives, models and concrete objects to support connections between concepts and skillsLooking at the lesson, they see that this lesson is addressing DI for a student with a Verbal Communication disorder.If it wasnt in the lesson then they could add a DI piece so that the student is being accommodated for.Each participant will have an opportunity to share their lens. As the information is summarized, the group will write a DI bullet as demonstrated on the next 3 slides. These bullets will be added to the lesson template in the right column.Explain using these next two slides how they will modify the lesson template.Once they have all shared they can populate the lesson with DI strategies.Participants will be analyzing a lesson on CLIPS using the YCDSB document to support how this resource supports students with learning disabilities. See next three slides for prompts they may wish to consider.You may wish to share the video for Exploring Fractions Part to Whole relationships explaining that the structure for each is set up with a video to explain why the study is important followed by clusters of activities.Ask participants to explore the cluster Representing Simple Fractions for the next prompts.Read the following prompts out to the group you may wish to refer them to the strengths needs and accommodations graphic organizer used earlier in the breakout.Leave this on the screen as participants explore the site.Make two sets of Graffiti prompts and place around the room. Have participants visit each prompt and record their thinking.

    Have each group summarize the graffiti sheet they are last at.

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