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Teaching the Baker’s Dozen: Reaching the “Clueless” Learner
Jenny
BroadJulia Duke
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Overview0 Classrooms with varied populations are a
collective challenge all educators share. 0 In this presentation we will focus on simple
changes that can be made to existing curriculums to enhance the accessibility of content to all types of learners.
0We will present three examples of stereotypical students and appropriate modifications that are quick and simple to use.
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The Chronically Disorganized Student
0Locker, backpack, and desk are disaster zones.
0Forgets materials for class.0Loses materials for class.0Chronically late.0Always in a state of searching for what they
need0Also known as “Tommy Boy”
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Organizing Spaces0Use a visual mediator0Students “match” the
picture.0Chunk materials
together according to schedule and locker breaks. Backpack is
open at the bottom of
lockerSchedule is posted in “chunks”
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Visual Mediator for a Science Lab
Students “match the picture”
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Material Management0 Color Coding by
subject0Use of binder system
For certain students post
visual mediator on subject divider
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Time Management 0Post classroom routines
Transition- 3 minPut Materials away Gather belongings and stand quietly by the
door
Homework- 7 min
Read Ch. 7 Answer Chapter Review Questions
Agenda- 30 min
Check and Turn in HW Review Class Assignment
Transition- 5 min
Take out your homework
Take out your textbook Get your pencil ready Get ready for a fun
class
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Time Management0Use
Smartboard clock
0Assign amount of time for each task
0Provide prompts
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Time Management0Create time markers
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The Chronically Unprepared Student
0Never turns in homework0Forgets to study for quizzes and tests.0Projects are late or incomplete0They are the students that always look
surprised and confused when everyone else is on task.
0Also known as “Lane Meyer”
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Turning in Homework
0Zones of a Classroom
0Students need to know that there is a place for everything .
0The places need to be labeled.
0Stay consistent with routines.
Homework posted on its own board
Color-Code and Label
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Studying for tests and quizzes
0Tell students what specifically to study and an agenda of what to study:0Study checklists
0Gradually shift responsibility to student:0Study tables
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Study ChecklistMonday Play matching/memory game with my flash cards. (5 mins)
Study Zeus – Hades on my Greek Gods and Goddesses chart. Make up a silly story to help associate the god with his/her symbol. (5 mins)
Teach mom/dad/brother/sister about Hesiod. (5 mins)
Parent initial:
Tuesday Play matching/memory game with my flash cards. (5 mins) Study Aphrodite – Dionysus on my Greek Gods and Goddesses
chart. Make up a silly story to help associate the god with his/her symbol. (5 mins)
Teach mom/dad/brother/sister about Zeus. (5 mins)
Parent initial:
Wednesday Play matching/memory game with my flash cards. (5 mins) Study Ares – Athena on my Greek Gods and Goddesses chart.
Make up a silly story to help associate the god with his/her symbol. (5 mins)
Teach mom/dad/brother/sister about Athena/Theseus. (5 mins)
Parent initial:
Thursday Play matching/memory game with my flash cards. (5 mins) Study my Greek Gods and Goddesses chart. Briefly review my
silly stories. (5 mins) Review entire Let’s Talk Myths sheet and your brochure. (10 mins)
Parent initial:
Friday During homeroom play matching/game with a classmate Review movie worksheet and brochure
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Study Table0Student created tables
Know• •
Sort of Know
• •
No Idea• •
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Long Term Projects0Break down into manageable parts0Project Pie0Long Term Project Chart
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Read Book 45%
Write Summary
30%
Picture of Fa-vorite Scene 5%
Book Cover 15%
Fancy Factor 5%
Book Report Project Pie
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Long Term Project Chart
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The “I don’t Know…” Student
0Doesn’t know how to get started/procrastinates
0Perseverates on a portion of an assignment0The student who needs a helicopter teacher0Also known as Brick Heck
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Initiation0Encourage Self Talk
0 In this amount of time what can you reasonably expect to get done?
0Agenda with clear expectations- they need to know where to be at a certain point
0Halftime Checks-What should be completed at this point? What does a good stop point look like?
0Use clock to prioritize time
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Prioritize Time
Shade time in for setting up
Tim e for
Ta
sk
Time for Clean-
up and Pack-up
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How to “unstick” them when they’re stuck.
0Use “If…Then…” statements0Ask “If it was working the way you wanted,
what would it look like?”0Encourage Future Picture thinking
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Pacing0Discuss how pacing should change according
to the task.0Discuss APM (Actions Per Minute)
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Time chart0Pencil sharpening-Cheetah Time0Reading silently-Turtle Time
Sloth-Just Hanging Out…
Turtle- Take Your Time!
Frog- Hop to It!2 actions perminute
Horse Pace-4 actions per minute
Cheetah Pace- Many Actions in one minute!
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The Secret…
0“Same, but different!”
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Resources0 Better Off Dead. Dir. Steve Holland. Warner Brothers,
1985. Film.0 “The Interview.” The Middle. ABC. WSB-TV, Atlanta, 21
July 2010. Television.0 Newhall, Patricia W. Study Skills: Research-Based
Teaching Strategies. Prides Crossing: Landmark School Incorporated, 2008. Print.
0 Tommy Boy. Dir. Peter Segal. Paramount, 1995. Film.0 Ward, Sarah. “Executive Function Skills: Principles in
Education.” Landmark School Summer Outreach. Prides Crossing, MA. 6 July 2010. Lecture.