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

2. 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.

3. Keep a Quote Activity:

5. 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

6. 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

7. 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

8. 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.

9. 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.

10. Independent Reflection

11. Small Group Share Out

12. BREAK

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

15. Observing Details and Building Explanation
The Explanation Game
Observing Details and Building Explanation

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

19. Conver-Stations

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

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