Inclusive Ed. PLC January 12, 2016 at TST BOCES Facilitated by Jennifer Gondek Instructional Specialist for Inclusive Education

Learning Targets: I can teach a learning strategy to my students using the Self-Regulated Strategy Development Model. I can reflect on implementation of a learning strategy. I can implement two Visible Thinking Routines in my classroom instruction. I can describe the essential ingredients to a student- centered discussion. I can plan collaboratively to share information back in my school or district.

Keep a Quote Activity:

Scaffolding Explicit Instruction Differentiated Instruction Assistive Technology Adaptive Equipment Accommodations Modifications Specially Designed Instruction Strategy Instruction Explicit Instruction Scaffolding Differentiated Instruction Based upon individual student need, often specially designed instruction involves a combination of accommodations, modifications, assistive tech, specialized equipment, strategy instruction 5 Provisions of SDI for students with disabilities Accommodations-environmental changes and the way we deliver instruction Modifications-changes made to the curricular content or skills Specialized equipment and/or adaptive technology-item, piece of equipment, or product system that is used to increase, maintain, or improve the functional capabilities of a student with a disability. Strategy Instruction –Explicitly teaching students about strategies and how and when to use strategies, helping students identify personally effective strategies and supporting them as they make strategic behaviors part of their learning schema Universal Design for Learning

Strategy Instruction for SWDs. “Evidence suggests that the most effective learners possess a large repertoire of strategies that range from simple to complex, and that they can be combined to meet different task demands.” -Pressley & Woloshyn

Tool Ordered Steps Cognitive Processes What is a Strategy? Facilitative-Improves performance (better, easier, quicker) Essential-Both knowledge and use of the strategy distinguishes good students from less competent. Effortful-Must commit time and mental effort to use it. Appropriate-Linked to the appropriate task. “For students with LD or other struggling learners, simply teaching the steps would be unlikely to have any meaningful effect, because cognitive, metacognitive, and motivational problems of students with LD have not been accounted for.” Spend time with the retrieval worksheet. Cognitive Processes

Knowledge of Attributions Internal vs. External- Cause of success or failture as being insdie or outside themselves. Controllable vs. Uncontrollable: causes are under their direct control (luck) vs (strategy use) Stable vs. Unstable: extent to which the causes have remained consistent or changing over time. Kids with a maladaptive attributional styles wont’ even try. Helpless oritentation vs. Mastery orientation. See page 26 Tips for Changing Attributions in the Classroom.

We work with students until they are able to: Know where to use a strategy and why it should be used Monitor the strategy to check whether it is effective Shield themselves from the maladaptive thoughts (fixed mindset) Develop the strong belief that the strategy use makes them better thinkers. Use a strategy fluently to the point where it becomes automatic.

Independent Reflection

Small Group Share Out

BREAK

Routines vs. Strategies Routines- strategies you do over and over again that become a habit, a routine.

Observing Details and Building Explanation The Explanation Game Observing Details and Building Explanation

Thinking Routines in your Classroom Identify one thinking routine that you could implement into an upcoming unit/lesson. ** See Chart on Pages 51-52**

Conver-Stations https://www.teachingchannel.org/videos/conver-stations-strategy

Student-Led Discussions What are the expectations for your grade level?

Change of Date: Session #4 May 17th  May 24th