3. Moving Beyond Stereotypes

5. Effective Programs

6. http://wvde.state.wv.us/spl/

7. https://www.teachingchannel.org/videos/structured-groups?fd=1

8. https://www.teachingchannel.org/videos/student-peer-teaching

9. https://www.teachingchannel.org/videos/differentiating-instruction-strategy

11. What we call differentiation is not a recipe for teaching. It is not an instructional strategy. It is not what a teacher does when he or she has time… Carol Ann Tomlinson

12. It is a way of thinking about teaching and learning. It is a philosophy based on the premise that teachers should adapt instruction to student differences. Carol Ann Tomlinson

13. It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he/she can, as efficiently as possible. Carol Ann Tomlinson

14. Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that students find learning a fit much of the time.

16. Elements of Differentiation Content : Tiered lessons with varied task complexity, learning contracts, learning centers, wide range of texts Process: Learning centers, learning contracts, varied time allotments, assorted grouping structures, varied levels of support Product: Variation of homework, journal prompts, quizzes or tests, assignment options Environment: Seating arrangements, heat, light, culturally and linguistically responsive visuals

25.  Freedom and opportunity to receive an education in a safe and productive environment that honors IEP.  CIA that is fair and appropriate  Professional who value how students learn  Accommodations and modifications that allow students to perform to the best of their abilities  Education in a collaborative culture that values input from all teachers, students and families  Opportunities to transfer and generalize skills  High yet realistic curriculum expectations  Treatment equal to that of peers without disabilities  Opportunities to achieve in all curriculum areas  On-going progress monitoring  Environments that embrace and celebrate diversity and differences  Learner-oriented lessons that value all students  Respect for all abilities  Access to resources and services with the freedom to progress in ways that yield autonomous development that is transferred to life decisions

27.  Solicit inventories on how students like to learn  1 = I like to see it  2 = I like to hear it  3 = I like to write it  4 = I like to draw it  5 = I like to _______ I am a _ - _ - _ - _ - _

28.  Discuss topics or concepts during morning or weekly meetings to help students develop simple conversation and listening skills.

29.  Review concepts to solidify learning foundations

30.  Ask students to paraphrase what was said…. “Tell me what you think you heard.”

31.  Ask the students to fill out self-assessment checklists to determine academic subskills

32.  Distribute exit cards as quick assessments before automatically moving ahead. For example an exit card may ask the students to write down one thing they learned today or to name something they need further explained.

33.  Take the time to divide the class into either enrichment or review groups, which vary in duration and student make-up, dependent upon topics and units

34.  Use KWL Charts

35.  Use Strategy Books Reading Strategy Book Ways to read a word I don’t know:  Break it up into syl-la-bles  Look up the word in my electronic dictionary  See if it has word parts like a prefix or suffix  Look at how the word is used in a sentence

38. EasierProficientChallenging Compound Words Words with prefixes Words with suffixes bathtub untold funny household reshape bluish meltdown telescope personable Words with prefixes and suffixes unfriendlyreappointedincompatible

40.  Academic/Social Journals  Art Projects  Attention/Behavior Checks  Exit cards  Graded homework  KWL charts  Learning Contracts  Portfolios  Chapter Tests  Cooperative Projects  Cumulative Reviews  Teacher Observations  Student conferences  Progress graphs  Participation  Self-assessments  Technological projects  Unit tests

41. Accommodation: Provides an adaptation for a student with special needs without setting different expectations. Modification: Requires that students with special needs perform objectives that are different from those of the rest of the class