engaging all learners: 5 steps to creating more inclusive classrooms
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Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms
Thursday, April 14, 2016
Presented by
Dr. Julie Causton, Ph.D. Professor in the Inclusive and Special Education Program at Syracuse University
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ìEngaging ALL Learners:
5 Steps to Creating More Inclusive Classrooms
Dr. Julie CaustonSyracuse University
• Inclusive Special Education Teacher (K-12)• Inclusion Consultant - Schools, Districts, Families• Professor at Syracuse University
• Inclusive Elementary & Special Education Program• Areas of interest
• Teacher happiness!• Best practices - inclusive education• Collaboration• Differentiation
Dr. Julie Causton
Before we jump in…
Here are some important resources for YOU!
New Website
www.inclusiveschooling.com
Practical Guides on Inclusive EducationGreat for your whole school team!
New Book!
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ì Register today! www.inclusiveschooling.com/21dayfun
Approach to Today
üCenter yourself.
Approach to Today
üCenter yourself.üKnowing and doing gap.
Approach to Today
üCenter yourself.üKnowing and doing gap.üRelax and have fun!
Approach to Today
üCenter yourself.üKnowing and doing gap.üRelax and have fun!
Approach to Today
Agenda
Engage them ALL: 5 Steps for Creating More Inclusive Classrooms
1) Get clear about inclusion
2) Keep students in
3) Collaborate in new ways
4) Support all academic levels
5) Provide humanistic behavioral supports
Concept 1-‐Get clear about inclusion
Inclusive Education
In Principle, inclusive education means:
…the valuing of diversity within the human community. When inclusive education is fully embraced, we abandon the idea that children have to become “normal” in order to contribute to the world…We begin to look beyond typical ways of becoming valued members of the community, and in doing so, begin to realize the achievable goal of providing all children with an authentic sense of belonging (pp. 38-‐39).
Inclusive EducationIn Practice, inclusive education means,A Classroom Model in which students with and without disabilities are based in a regular structure and benefit from the shared ownership of general and special educators.
Inclusive EducationIn Practice, inclusive education means,A Classroom Model in which students with and without disabilities are based in a regular structure and benefit from the shared ownership of general and special educators.A Student-‐centered Approach Beginning with Profiles that help educators appreciate the strengths and challenges of learners with and without disabilities and the individualized accomplishments that can be attained.
Inclusive EducationIn Practice, inclusive education means,A Classroom Model in which students with and without disabilities are based in a regular structure and benefit from the shared ownership of general and special educators.A Student-‐centered Approach Beginning with Profiles that help educators appreciate the strengths and challenges of learners with and without disabilities and the individualized accomplishments that can be attained.A Schedule that accounts for the full range of needs in the class—where no student engages in “pull out” or alternative activities to the extent that disruptions in the daily schedule and in peer relationships do not occur
Inclusive EducationIn Practice, inclusive education means,A Classroom Model in which students with and without disabilities are based in a regular structure and benefit from the shared ownership of general and special educators.A Student-‐centered Approach Beginning with Profiles that help educators appreciate the strengths and challenges of learners with and without disabilities and the individualized accomplishments that can be attained.A Schedule that accounts for the full range of needs in the class—where no student engages in “pull out” or alternative activities to the extent that disruptions in the daily schedule and in peer relationships do not occurA Curriculum that is rich and accommodating for all students—and when further individualized to meet the needs of a particular learner.
Inclusive EducationIn Practice, inclusive education means,A Classroom Model in which students with and without disabilities are based in a regular structure and benefit from the shared ownership of general and special educators.A Student-‐centered Approach Beginning with Profiles that help educators appreciate the strengths and challenges of learners with and without disabilities and the individualized accomplishments that can be attained.A Schedule that accounts for the full range of needs in the class—where no student engages in “pull out” or alternative activities to the extent that disruptions in the daily schedule and in peer relationships do not occurA Curriculum that is rich and accommodating for all students—and when further individualized to meet the needs of a particular learner.A Teaming Process in which support staff work in flexible, coordinated ways to strengthen the collaborative relationships among special and regular educators, parents and educators, and educators and the community.
Inclusive EducationIn Practice, inclusive education means,A Classroom Model in which students with and without disabilities are based in a regular structure and benefit from the shared ownership of general and special educators.A Student-‐centered Approach Beginning with Profiles that help educators appreciate the strengths and challenges of learners with and without disabilities and the individualized accomplishments that can be attained.A Schedule that accounts for the full range of needs in the class—where no student engages in “pull out” or alternative activities to the extent that disruptions in the daily schedule and in peer relationships do not occurA Curriculum that is rich and accommodating for all students—and when further individualized to meet the needs of a particular learner.A Teaming Process in which support staff work in flexible, coordinated ways to strengthen the collaborative relationships among special and regular educators, parents and educators, and educators and the community.A Classroom Climate that embraces diversity, fosters a sense of social responsibility, and supports positive peer relationships.
Inclusion means-‐no dichotomy
Normal…………………………Abnormal
How are you NOT normal? Sensory issues? Struggles? Challenges? Deficits?
§ Linguistic Intelligence
§ Logical Mathematical Intelligence
§ Spatial Intelligence
§ Bodily Kinesthetic Intelligence
§ Musical Intelligence
§ Interpersonal Intelligence
§ Intrapersonal Intelligence
§ Naturalistic Intelligence
Inclusion means-‐start with strengths
Inclusion means-‐ we problem solve
Concept 2-‐ Keep Students In
The Red Dot
Elementary Classroom Disrupted by Pullout
LL
Classroom Teacher
Sp Ed Sp EdS&L OT PT
Reading ESL
W
WW W W W W W
W
W
W
W
AA
AA
AA AA AA AA AS AS
Elementary Classroom Disrupted by Pullout
LL
Classroom Teacher
Sp Ed Sp EdS&L OT PT
Reading ESL
W
WW W W W W W
W
W
W
W
AA
AA
AA AA AA AA AS AS
Derek
Derek-‐ Grade 4IEP—“significant behavioral and intellectual disabilities”
“Cannot benefit from instruction in the general education environment”
“truancy issues”
“low self esteem”
“continual outbreaks in class”
“often crying”
“easy to anger”
“is a runner”
“throws desks”
“unmotivated”
Front Elementary Schoolì K -5th grade - 500 kids
ì Racial Demographicsì 31% African-Americanì 10% Latinoì 10% Asianì 1% Native Americanì 48% White
ì Native Languageì 12 languagesì Significant numbers of Spanish and Hmong speaking families
ì SESì 50% poverty
ì Special Educationì 14% of school ì all categories of disability in home school
Special Ed Service Delivery: Before
Self-Contained:significant disabilities
Inclusion 20+ 8
ResourceResource
Resource
Inclusive Service Delivery: After
Inclusive Teaming
Inclusive Teaming
Inclusive Teaming
Inclusive Teaming
Inclusive Teaming
ELL Model: ESL Pullout
Full time
Pullout Half-‐ time
Pullout
ELL Model: ESL Inclusive Teaming
HalftimeInclusive/teaming
FulltimeInclusive/teaming
Resu l t s
Student Achievement Results
Statewide Reading Test DataCategory
Before 3 years later
Students Tested (%) 70 98
All students – Proficient or advanced (%) 50 86
African-American students – Proficient or advanced (%) 33 78
Asian students – Proficient or advanced (%) 47 100
Hispanic students – Proficient or advanced (%) 18 100
Special education students - Proficient or advanced (%) 13 60
ELL students - Proficient or advanced (%) 17 100
Students in poverty - Proficient or advanced (%) 40 78
No longer on the School In Need of Improvement List
Before 3 Years Later
Students Tested (%) 76 98Reading – Proficient or advanced % 52 84
Language Arts – 40 72
Math – Proficient or advanced % 42 75
Science- Proficient or advanced % 48 82
Social Studies – 48 91
State High Stakes 4th Grade Assessment Data
Derek-‐ Grade 5
Inclusive Education
Derek-‐ Grade 5
Inclusive Education
“He often sits in the car early for school. Doesn’t want to be late.”
Derek-‐ Grade 5
Inclusive Education
“He often sits in the car early for school. Doesn’t want to be late.”
“Hasn’t missed a day of 5th grade.”
Derek-‐ Grade 5
Inclusive Education
“He often sits in the car early for school. Doesn’t want to be late.”
“Hasn’t missed a day of 5th grade.”
“Delightful, eager, insightful, participatory, funny, has made many friends, he is a leader. A stellar community member.”
Derek-‐ Grade 5
Inclusive Education
“He often sits in the car early for school. Doesn’t want to be late.”
“Hasn’t missed a day of 5th grade.”
“Delightful, eager, insightful, participatory, funny, has made many friends, he is a leader. A stellar community member.”
In February of his 5th grade year. Exited from special education.
Derek-‐ Grade 5
Inclusive Education
“He often sits in the car early for school. Doesn’t want to be late.”
“Hasn’t missed a day of 5th grade.”
“Delightful, eager, insightful, participatory, funny, has made many friends, he is a leader. A stellar community member.”
In February of his 5th grade year. Exited from special education.
Honor roll student in middle school.
“I’m afraid there has been a mistake.” -‐Derek
Research… NO compelling body of evidence
q Heterogeneous well-‐taught classrooms cannot produce the same or better achievement for ALL.
q Grouping, tracking, separating produces high levels of achievement for ALL.
Where can I get more research on this?
ì 30+ Research Articles available at Inclusive Schooling
Concept 3-‐ Collaborate in New Ways
ì When we don’t plan… what co-‐teaching models do we typically use?
Co-‐Teaching By Default
What does your co-‐teaching look like?
ì If an observer walks into your classroom day after day, week after week, what would he or she see most of the time?ì A) two teachers at the helmì B) one teacher at the helm and one standing in the back of the roomì C) one teacher at the helm and one “floating” through the classroomì D) both teachers cowering in the back of the room, overwhelmed and
unsure of which collaborative structures to useì E) a wide range of co-‐teaching structures and different arrangements
of people, desks and materials
Co-‐Teaching MODELS
Co-‐teaching can include a general education teacher, a special education teacher, therapists or other specialists, bilingual teachers, content area specialists (e.g., reading specialists, math intervention teachers), and paraprofessionals!
Co-‐Teaching MODELS
Co-‐teaching can include a general education teacher, a special education teacher, therapists or other specialists, bilingual teachers, content area specialists (e.g., reading specialists, math intervention teachers), and paraprofessionals!
• Duet
Co-‐Teaching MODELS
Co-‐teaching can include a general education teacher, a special education teacher, therapists or other specialists, bilingual teachers, content area specialists (e.g., reading specialists, math intervention teachers), and paraprofessionals!
• Duet• One Teach/ One Assist
Co-‐Teaching MODELS
Co-‐teaching can include a general education teacher, a special education teacher, therapists or other specialists, bilingual teachers, content area specialists (e.g., reading specialists, math intervention teachers), and paraprofessionals!
• Duet• One Teach/ One Assist• One Teach/One Float
Co-‐Teaching MODELS
Co-‐teaching can include a general education teacher, a special education teacher, therapists or other specialists, bilingual teachers, content area specialists (e.g., reading specialists, math intervention teachers), and paraprofessionals!
• Duet• One Teach/ One Assist• One Teach/One Float• One Teach/One Make Multisensory
Co-‐Teaching MODELS
Co-‐teaching can include a general education teacher, a special education teacher, therapists or other specialists, bilingual teachers, content area specialists (e.g., reading specialists, math intervention teachers), and paraprofessionals!
• Duet• One Teach/ One Assist• One Teach/One Float• One Teach/One Make Multisensory• Parallel
Co-‐Teaching MODELS
Co-‐teaching can include a general education teacher, a special education teacher, therapists or other specialists, bilingual teachers, content area specialists (e.g., reading specialists, math intervention teachers), and paraprofessionals!
• Duet• One Teach/ One Assist• One Teach/One Float• One Teach/One Make Multisensory• Parallel• Station
Duet
• Duet— Both adults engage in primary teaching roles in the class; instructors collaboratively lead class discussions, answer student questions or facilitate lectures and activities.
Duet
• Duet— Both adults engage in primary teaching roles in the class; instructors collaboratively lead class discussions, answer student questions or facilitate lectures and activities.
• Best for:
Duet
• Duet— Both adults engage in primary teaching roles in the class; instructors collaboratively lead class discussions, answer student questions or facilitate lectures and activities.
• Best for: • introducing a unit or lesson
Duet
• Duet— Both adults engage in primary teaching roles in the class; instructors collaboratively lead class discussions, answer student questions or facilitate lectures and activities.
• Best for: • introducing a unit or lesson• concluding a unit or lesson
Duet
• Duet— Both adults engage in primary teaching roles in the class; instructors collaboratively lead class discussions, answer student questions or facilitate lectures and activities.
• Best for: • introducing a unit or lesson• concluding a unit or lesson • facilitating a class meeting
Duet
• Duet— Both adults engage in primary teaching roles in the class; instructors collaboratively lead class discussions, answer student questions or facilitate lectures and activities.
• Best for: • introducing a unit or lesson• concluding a unit or lesson • facilitating a class meeting• engaging in a community-‐building
exercise
One Teach/One Assist
One Teach/One Assist— One leads the lesson while the other supports in some way and the lead person is usually in charge of the content while the assisting teacher adds examples, distributes supplies or checks in with students.
One Teach/One Assist
One Teach/One Assist— One leads the lesson while the other supports in some way and the lead person is usually in charge of the content while the assisting teacher adds examples, distributes supplies or checks in with students.
Helpful for:
One Teach/One Assist
One Teach/One Assist— One leads the lesson while the other supports in some way and the lead person is usually in charge of the content while the assisting teacher adds examples, distributes supplies or checks in with students.
Helpful for:• setting up a complex presentation or demonstration
One Teach/One Assist
One Teach/One Assist— One leads the lesson while the other supports in some way and the lead person is usually in charge of the content while the assisting teacher adds examples, distributes supplies or checks in with students.
Helpful for:• setting up a complex presentation or demonstration • managing a lesson with new tech tools, equipment or assistive technology
One Teach/One Assist
One Teach/One Assist— One leads the lesson while the other supports in some way and the lead person is usually in charge of the content while the assisting teacher adds examples, distributes supplies or checks in with students.
Helpful for:• setting up a complex presentation or demonstration • managing a lesson with new tech tools, equipment or assistive technology • managing a lesson with a lot of directions or transitions
One Teach/One Assist
One Teach/One Assist— One leads the lesson while the other supports in some way and the lead person is usually in charge of the content while the assisting teacher adds examples, distributes supplies or checks in with students.
Helpful for:• setting up a complex presentation or demonstration • managing a lesson with new tech tools, equipment or assistive technology • managing a lesson with a lot of directions or transitions • setting up the classroom for a change in activities
One Teach/One Float
One teach/one float— a good model to use during lessons where one teacher is demonstrating something that students need to imitate. (i.e. if a teacher is showing learners how to create land forms with modeling clay, the second teacher can be floating from desk to desk to give support and feedback on the sculptures)
One Teach/One Float
One teach/one float— a good model to use during lessons where one teacher is demonstrating something that students need to imitate. (i.e. if a teacher is showing learners how to create land forms with modeling clay, the second teacher can be floating from desk to desk to give support and feedback on the sculptures)
Helpful for:
One Teach/One Float
One teach/one float— a good model to use during lessons where one teacher is demonstrating something that students need to imitate. (i.e. if a teacher is showing learners how to create land forms with modeling clay, the second teacher can be floating from desk to desk to give support and feedback on the sculptures)
Helpful for:• getting students started on independent work or group work
One Teach/One Float
One teach/one float— a good model to use during lessons where one teacher is demonstrating something that students need to imitate. (i.e. if a teacher is showing learners how to create land forms with modeling clay, the second teacher can be floating from desk to desk to give support and feedback on the sculptures)
Helpful for:• getting students started on independent work or group work • helping students assemble into any assigned pairings or groupings
One Teach/One Float
One teach/one float— a good model to use during lessons where one teacher is demonstrating something that students need to imitate. (i.e. if a teacher is showing learners how to create land forms with modeling clay, the second teacher can be floating from desk to desk to give support and feedback on the sculptures)
Helpful for:• getting students started on independent work or group work • helping students assemble into any assigned pairings or groupings• ensuring that students are following along with a demonstration, model or example
One Teach/One Make Multisensory
One Teach/One Make Multisensory— teachers focus on how to build in creative approaches, by using two adults to integrate each lesson with multiple strategies and tools to reach all learners (i.e. dramatic reenactments, costumes and props, audio cues or music, visuals, presentation software and new apps and websites)
One Teach/One Make Multisensory
One Teach/One Make Multisensory— teachers focus on how to build in creative approaches, by using two adults to integrate each lesson with multiple strategies and tools to reach all learners (i.e. dramatic reenactments, costumes and props, audio cues or music, visuals, presentation software and new apps and websites)
Best for:
One Teach/One Make Multisensory
One Teach/One Make Multisensory— teachers focus on how to build in creative approaches, by using two adults to integrate each lesson with multiple strategies and tools to reach all learners (i.e. dramatic reenactments, costumes and props, audio cues or music, visuals, presentation software and new apps and websites)
Best for:• offering more than one mode of output during a lesson (e.g., auditory and visual)
One Teach/One Make Multisensory
One Teach/One Make Multisensory— teachers focus on how to build in creative approaches, by using two adults to integrate each lesson with multiple strategies and tools to reach all learners (i.e. dramatic reenactments, costumes and props, audio cues or music, visuals, presentation software and new apps and websites)
Best for:• offering more than one mode of output during a lesson (e.g., auditory and visual) • adding interest, humor or a bit of drama to a lesson
One Teach/One Make Multisensory
One Teach/One Make Multisensory— teachers focus on how to build in creative approaches, by using two adults to integrate each lesson with multiple strategies and tools to reach all learners (i.e. dramatic reenactments, costumes and props, audio cues or music, visuals, presentation software and new apps and websites)
Best for:• offering more than one mode of output during a lesson (e.g., auditory and visual) • adding interest, humor or a bit of drama to a lesson • showing a new tech tool
One Teach/One Make Multisensory
One Teach/One Make Multisensory— teachers focus on how to build in creative approaches, by using two adults to integrate each lesson with multiple strategies and tools to reach all learners (i.e. dramatic reenactments, costumes and props, audio cues or music, visuals, presentation software and new apps and websites)
Best for:• offering more than one mode of output during a lesson (e.g., auditory and visual) • adding interest, humor or a bit of drama to a lesson • showing a new tech tool • engaging in a demonstration
Parallel
Parallel— involves splitting the class into two sections and each teacher can….
Parallel
Parallel— involves splitting the class into two sections and each teacher can….
• Teach the exact same content;
Parallel
Parallel— involves splitting the class into two sections and each teacher can….
• Teach the exact same content;• Introduce two different activities, concepts or ideas and then swap
sections (or, don’t switch and let students return to the larger group and share new content with peers);
Parallel
Parallel— involves splitting the class into two sections and each teacher can….
• Teach the exact same content;• Introduce two different activities, concepts or ideas and then swap
sections (or, don’t switch and let students return to the larger group and share new content with peers);
• Teach two groups based on interests and conduct a series of mini-‐lessons on this information
Station
Station— teachers divide instructional content into two, three, or more segments and present the content at separate locations within the classroom. They can be activity-‐based or even teacher-‐led.
Station
Station— teachers divide instructional content into two, three, or more segments and present the content at separate locations within the classroom. They can be activity-‐based or even teacher-‐led. Key steps to planning stations:
•Will you provide opportunities for practice, discussion, problem solving, review of new material, partner reading, product creation or tech tool exploration?
Station
Station— teachers divide instructional content into two, three, or more segments and present the content at separate locations within the classroom. They can be activity-‐based or even teacher-‐led. Key steps to planning stations:
•Will you provide opportunities for practice, discussion, problem solving, review of new material, partner reading, product creation or tech tool exploration? • How many stations will you need?
Station
Station— teachers divide instructional content into two, three, or more segments and present the content at separate locations within the classroom. They can be activity-‐based or even teacher-‐led. Key steps to planning stations:
•Will you provide opportunities for practice, discussion, problem solving, review of new material, partner reading, product creation or tech tool exploration? • How many stations will you need?• How you will direct the flow of your stations? (i.e. student choice, advance only when task is completing, rotating stations)
New book on its way!
www.cotaughtclassroom.com
Concept 4 –Support ALL Academic Levels
Differentiating Instruction
“At its most basic level, differentiation means shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn. In other words the differentiated classroom provides different avenues to acquiring content, processing or making sense of ideas, and developing products.”
Carol Ann Tomlinson
Differentiation Strategies
§ Think-Tac-Toe
Differentiation Strategies
§ Think-Tac-Toe
§ Dinner Menus
Differentiation Strategies
§ Think-Tac-Toe
§ Dinner Menus
§ Interest centers
Differentiation Strategies
§ Think-Tac-Toe
§ Dinner Menus
§ Interest centers
§ Cubing
Differentiation Strategies
§ Think-Tac-Toe
§ Dinner Menus
§ Interest centers
§ Cubing
§ Differentiation Tools, Modifications, and Adaptations
Top 7 Support Tools to Have at All Times
1. Dry erase board
Top 7 Support Tools to Have at All Times
1. Dry erase board
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
6. Highlighter tape
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
6. Highlighter tape
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
6. Highlighter tape
7. Fidgets
Top 7 Support Tools to Have at All Times
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
6. Highlighter tape
7. Fidgets
§ Pen or marker
§ With friends or alone
§ Materials (agenda, word window, size of paper, timer)
§ Support (peer, adult etc.)
Provide Choice
Classroom and Student Specific Supports
q Body Positioning or Working Ways
q Giving Directions
Body Positioning
Working Ways Menu:
Body Positioning
Working Ways Menu:
• Music Stands
Body Positioning
Working Ways Menu:
• Music Stands
Body Positioning
Working Ways Menu:
• Music Stands• Graffiti Style
Body Positioning
Working Ways Menu:
• Music Stands• Graffiti Style
Body Positioning
Working Ways Menu:
• Music Stands• Graffiti Style• Michelangelo
Body Positioning
Working Ways Menu:
• Music Stands• Graffiti Style• Michelangelo• Clipboards
Body Positioning
Working Ways Menu:
• Music Stands• Graffiti Style• Michelangelo• Clipboards
Body Positioning
Working Ways Menu:
• Music Stands• Graffiti Style• Michelangelo• Clipboards • Working Nooks
Giving Directions
q Recordable Card
Giving Directions
q Recordable Card
Giving Directions
q Recordable Card
q Key chain recorder
Giving Directions
q Recordable Card
q Key chain recorder
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
q iPod
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
q iPod
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
q iPod
q Voki
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
q iPod
q Voki
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
q iPod
q Voki
q AT button
Giving Directions
q Recordable Card
q Key chain recorder
q PowerPoint Audio Feature
q iPod
q Voki
q AT button
Total Participation… Try it!
ì Think-Pair-Share
ì Quick-Writes
ì Quick- Draws
ì Blackboard Splash
Re spon s e C a r d s
Multiple Choice
Re spon s e C a r d s
Mean Median Mode
Multiple Choice
Re spon s e C a r d s
Mean Median Mode
Multiple Choice
True False
True with the following conditions
Need more information
Re spon s e C a r d s
Mean Median Mode
A B C D
Multiple Choice
True False
True with the following conditions
Need more information
MORE WAYS TO MAKE IT FUN!
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
MORE WAYS TO MAKE IT FUN!
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
MORE WAYS TO MAKE IT FUN!
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
MORE WAYS TO MAKE IT FUN!
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
MORE WAYS TO MAKE IT FUN!
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
ì Highlight Strengths ì Write & direct a play for the theatrical studentì Resident expert on fractions
MORE WAYS TO MAKE IT FUN!
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
ì Highlight Strengths ì Write & direct a play for the theatrical studentì Resident expert on fractions
MORE WAYS TO MAKE IT FUN!
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
ì Highlight Strengths ì Write & direct a play for the theatrical studentì Resident expert on fractions
ì Shake up the Structureì Stations, collaborative workì Jigsaw content & have the students teach!
MORE WAYS TO MAKE IT FUN!
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
ì Highlight Strengths ì Write & direct a play for the theatrical studentì Resident expert on fractions
ì Shake up the Structureì Stations, collaborative workì Jigsaw content & have the students teach!
MORE WAYS TO MAKE IT FUN!
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
ì Highlight Strengths ì Write & direct a play for the theatrical studentì Resident expert on fractions
ì Shake up the Structureì Stations, collaborative workì Jigsaw content & have the students teach!
ì Closures ì Whip around, 5 Fingers, ticket out the doors!
MORE WAYS TO MAKE IT FUN!
ì Hook ‘emì Dress up like Marco Poloì Hang a gallery exhibit to highlight the complex Amazon ecosystem
ì Keep ‘em movingì Spelling aerobics, talk walks, jump out the answer/ sign the answerì 1-‐minute dance parties
ì Highlight Strengths ì Write & direct a play for the theatrical studentì Resident expert on fractions
ì Shake up the Structureì Stations, collaborative workì Jigsaw content & have the students teach!
ì Closures ì Whip around, 5 Fingers, ticket out the doors!
MORE WAYS TO MAKE IT FUN!
The FUN Theory
Concept 5 – Provide Humanistic Behavior Supports
ì All behavior is a message to be decoded
ì Negative behavior is on the continuum of all human behavior
Challenging Behavior
ì Change the reinforcement
ì Impose a consequenceì Not rewardingì Punishingì Ignoringì Forcing the student to behave
Typical Responses to Behavior
Function of Behavior
ì Universal Desiresì Autonomyì Relationshipsì Interdependenceì Safety and Trustì Self-‐Esteem and Belongingì Self-‐Regulationì Accomplishmentì Communicationì Pleasure and Joy
What the behavior may be communicating..
ì Attention
ì Escape/Avoidance
ì Control
ì Revenge
ì Self-Regulation
ì Play/Entertainment
ì Other (I don’t understand, I am bored…)
We just might be asking the wrong questions…
ì How can we get him to behave and to complete work?
ì How can we get him to respect others?
ì What consequences might be effective in changes in her behavior?
ì What reinforcement might be effective in changing her behavior?
ì What is she trying to communicate with her behavior?
ì Does she feel comfortable, safe, valued, empowered?
ì Is the curriculum challenging, motivating, interesting?
ì How can we help him connect to others?
ì How can this student experience joy in school?
New questions …
If you know how students misbehave, you know how they are smart.
If you know how they are smart, you know what they need MORE of.
What do they need!
Connections
ì What connections can you make to multiple intelligences?
5Concepts— a Review
5Concepts— a Review
5Concepts— a Review
ì Concept 1 – Get Clear on Inclusion
5Concepts— a Review
ì Concept 1 – Get Clear on Inclusion
ì Concept 2 — Keep Students IN
5Concepts— a Review
ì Concept 1 – Get Clear on Inclusion
ì Concept 2 — Keep Students IN
ì Concept 3— Collaborate in New Ways
5Concepts— a Review
ì Concept 1 – Get Clear on Inclusion
ì Concept 2 — Keep Students IN
ì Concept 3— Collaborate in New Ways
ì Concept 4— Support All Academic Levels
5Concepts— a Review
ì Concept 1 – Get Clear on Inclusion
ì Concept 2 — Keep Students IN
ì Concept 3— Collaborate in New Ways
ì Concept 4— Support All Academic Levels
ì Concept 5 — Provide Humanistic Behavioral Supports
Resources
ì www.inclusiveschooling.com-‐put your email in and get great resources!
ì Also– books and free articles there.
ì Online Event: 21 Days to Happier & More Engaged Learners!
Closing- Five Fingers
I wish you the BEST on your journey to create inclusive classrooms for ALL students!
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