1. Keystone Central 2011 HELPING STUDENTS NEEDING LEARNING SUPPORT IN THE MAINSTREAM CLASSROOM Rebecca Crossfield Penn Literacy Network PLN 12a HELPING STUDENTS NEEDING LEARNING SUPPORT IN THE MAINSTREAM CLASSROOM

2. Becky Crossfield 215 483 5802 h 215 908 3850 c rcross1013@aol.com

3. Relax. Get settled. Please sign In Make a name tag Relax and settle in

4. Session One: Getting Started Getting to Know Ourselves, Each Other and Our Targeted Students

5. Focus ???s Focus question: Who are we? What experiences do we bring to the class? What do we need? Focus question: Who are our targeted students? Focus question: What’s this class all about?

6. How available are you to learn at this moment? Rate your availability from 1-5 1-not at all, totally preoccupied and stressed 5- totally good to go! Hold up the corresponding number of fingers when I say “go”.

7. Quick graph : Who’s Here? Write your name on post-its. (on your table) Place your post-its on the chart paper to form bar graphs reflecting the whole group. (Is there a way to make the moving around more organized?)

8. People search: community building Who’s here? Mingle and find someone to sign your sheet Follow the directions as printed on the sheet. You may only use the same person twice!

9. introductions using symbols What experiences do we bring? Students divide paper into thirds and draw an image, symbol or object representing: “What images come to mind when I think about inclusion?” “How an inclusion has felt to me in the past” “My ideal inclusion class” Pair /share when you finish

10. KWLU students with special needs: Please Do Now: In the first column; Write 5 things you know to work with kids with special needs. Share at your table. Note common themes. You might want to use the Group Web graphic organizer that’s in our wiki.(remind me to show you!)

11. KWLU students with special needs: Please do now: Write 5 things you want to know. What are the top 5 things you want out of this class? Be as specific as possible! Pair/ share, combining and refining.

12. KWLU students with special needs: Chart your group results, being as concise as possible. Combine and refine. Post chart when finished.

13. KWLU students with special needs: Review charts. Combine/refine. Spend your dots!!!!!(directions will be given) We have our quick and dirty needs assessment!

14. How can you adapt these for your class? How available are you? People search(find someone who..) Spend your dots Group web Quick graph Using symbols to express point of view/experience

15. Targeted students Please do now: Write 6-8 lines: To what extent have you seen children go to in order to avoid feeling stupid? (For the brave: What extent have you gone to?) Discuss briefly at your table.

16. Focus question: Who are our targeted students? Read and mark up Rick Lavoie’s intro Please read to the line. What stands out? Pair/share

17. Text rendering Underline one line that stands out. Underline one word that stands out. Come up with one word of your own that expresses your reaction to this piece of text. I’ll give directions for the next step.

18. Please do now: Turn and talk: What role does motivation play in learning? Do accommodations always work? What’s the difference in perception and vision?

19. Some topics we’ll hit on: Motivation Appropriate accommodations Storage and retrieval Associative and cognitive tasks The role of perception Dyslexia, dysgraphia and dysnomia

20. F.A.T. City Relax and watch this DVD. Disclaimer: Not responsible for fashions and hairdos! This is 20 yrs old! Jot down questions. We’ll stop and discuss along the way.

21. Perception

22. What do YOU see? I’m going to quickly show you a picture. Write down the first thing you see.

23. Turn and talk. What do you see?

24. Vision/perception Vision is taking in an impression. Perception is interpreting it. Perception happens in the brain. You can have perfect vision and still have a visual perception problem.

25. Dysnomia Round robin story Start: “The boys went to the beach on a sunny day.”

26. Associative to Cognitive Lets continue the story only now you may not use any word with the letter N in it.

27. Cognitive to associative The Wright Family experience

28. Think of a way you can apply what you saw in the video in your classroom teaching tomorrow. Stop and Jot. Turn and Talk. Popcorn out the responses. Discussion:

29. Add the U Take a minute and jot down how you might use anything from FAT City. This is just a time for you to capture what you’re thinking before we shift gears.

30. Where we’re going: Focus question: What’s this course about? Wiki PLN lens and philosophy review-BDA format Syllabus review

31. TCB Course requirements, syllabus Final project