Methods 1.Scaffolding 2.Graphic Organizers 3.Textbook Adaptations 4.Cooperative Learning 5.Peer Tutoring

Scaffolding Material scaffolding: 1.Teacher models task 2.Prompts and cues used as a reference 3.Students are guided with cues 4.Cues are removed

In the Classroom Used to teach long division with remainders to 9 th grade math resource class 1.Teacher solves a problem on the white board using steps 2.Verbal and written cues are used to make steps clear 3.The teacher and students complete problems together using cues 4.Students solve problems independently

Graphic Organizers 1.Visually represent knowledge 2.Organize information 3.Help with retention of material 4.Student-centered

In the Classroom Used to teach subtraction of negative integers to 9 th grade math resource class 1.Table to align numbers with KCC (Keep Change Change) 2.Students create and use themselves 3.Students can perform independently 5--6= KCC= 5+6=11

Textbook Adaptations 1.Assist students who can’t adequately read the textbook 2.Decrease amount of material 3.Guided reading

In the Classroom Used to teach 10 th grade World History (inclusion) 1.Students were unable to decode the World History textbook 2.Teacher created guided Cornell Notes 3.Teacher presented material on a Power Point while students filled in the blanks Ex: Atrocities during the Holocaust 1.___________________ 2.Forced labor camps 3.___________________ on Jews 4.___________________

Cooperative Learning 1.Common task 2.Small group 3.Cooperative behavior 4.Positive interdependence 5.Individual accountability and responsibility

In the Classroom Used to teach 10 th grade World History (inclusion) 1.Students were assigned to analyze characters in a historical film 2.Groups of 3 students 3.Behavior was modeled by teachers, each group turned in one answer sheet 4.Independent work with monitoring by teachers 5.Each member of the group was responsible for recording an answer but all members were allowed to contribute responses

Peer Tutoring 1.Reciprocal – all students give and receive tutoring 2.Pairs 3.Students are trained in procedures 4.Progress is recorded on data sheet

In the Classroom Used to teach math computation to 9 th grade math resource class 1.Students take turns practicing basic math flashcards with their assigned partner 2.Students have been trained to separate flashcards into piles with correct or incorrect responses. Students perform flashcard practice with 2 minute intervals. 3.Students record how many flashcards for one particular function (+, --, x, etc…) on the corresponding progress sheet

Next Semester Learning Strategies that I would like to implement: 1.Specific Math Strategies 2.Self-Regulation 3.Focus on Big Ideas

References Ives, Bob. Graphic Organizers Applied to Secondary Algebra Instruction for Students with Learning Disorders 3.Prater, Mary Anne. (2007). Teaching Strategies for Students with Mild to Moderate Disabilities. Boston, MA. Pearson.