In this workshop we will:
- Develop instructional strategies such as use of Graphic Organizers, Visual Aids, Mnemonic Devices, Movement, and Storytelling for teachers in inclusive Social Studies classrooms
- Align accommodations available to students with disabilities on Social Studies assessments with classroom instruction
- Engage in brain-based strategies and learn how to apply them in the classroom so all students can better retain and apply information
Through the development of the topics listed above for Social Studies and special education teachers, this workshop is aimed at supporting teacher confidence and student success by focusing on how to develop access to the general curriculum in the social studies classroom. Information provided related to social studies content and strategies will be available for implementation upon return to campus.
Participants will receive a copy of Social Studies Worksheets Don’t Grow Dendrites by Marcia Tate.
January 28, 2014
We all use strategies throughout our day to remember the variety of facts and ideas we need to retain. Strategy use forms a critical part of our learning experience. Strategies help us organize information into patterns and encourage purposeful learning. Our brains are selective. Brains tend to remember information that forms a memorable pattern.
It is valuable for us, as teachers, therapists, and parents, to have a basic understanding of how we remember information so we better appreciate the need for strategies. As we understand the purpose, we become better equipped to help our students understand and use strategies.
Read the full article from LD Online below:
“To utilize another form of co-teaching, Ms. Bennett will frontload vocabulary words by working with a small group of struggling students, while Ms. Myers introduces the warm-up activity to the majority of the class. ”
Read the rest of the article below:
As you may know, TEA has moved the Allowable Test Administration Procedures and Materials (formerly known as the “optionals” or OTAPMs) to the District and Campus Coordinator Manual. That manual has been published online and is available here: http://www.tea.state.tx.us/student.assessment/manuals/dccm/. Information on the ATAPMs begins on page O-11.
The relevant language is:
These test administration procedures and materials are not considered testing accommodations, so using them during a state assessment does not require that they be recorded on students’ answer documents. A list of allowable procedures and materials is provided below. For information regarding individualized accommodations, refer to the Accommodations Triangle located on the Accommodations for Students with Disabilities webpage.
- Signing test administration directions for a student who is deaf or hard of hearing
- Translating test administration directions into the native language of an English language learner
- Allowing a student to read the test aloud to facilitate comprehension
- Reading aloud or signing the personal narrative, expository, literary, or persuasive writing prompt to any student who requests this assistance
- Providing reading assistance on the grade 3 mathematics test for any student
- Making the following assistive tools available:
- scratch paper
- color overlays
- blank place markers
- magnifying devices
- highlighters, colored pencils, or crayons
- Giving permission for a student to use tools to minimize distractions or to help maintain focus (e.g., stress ball, noise-reducing headphones, or instrumental music [no lyrics] played through an individual student’s headphones or ear buds)
- Allowing individual and small-group administrations
- Reminding students to stay on task
For more information on accommodations for instruction and assessment:
Visit the Region 13 Accommodations Central livebinder: http://www.livebinders.com/play/play?present=true&id=1074530
View free recorded Accommodations webinars: http://www4.esc13.net/agc/webinars/
Register for the January 13 Accommodations Central Workshops
Some students who receive special education services are eligible for the paper-based accommodation, Supplemental Aids. These accommodations can be highly effective when they are closely tied to classroom instruction, and the time to begin implementing their use (if you haven’t already) is now. A few resources:
Basic Supplemental Aids Description (TEA)
Full TEA Supplemental Aids training
Region 13 Supplemental Aids project
Accommodations Central Livebinder
…and don’t forget to register for tomorrow’s free webinar: https://www2.gotomeeting.com/register/456225370
As always, this webinar will be recorded and available for viewing at any time here: http://www4.esc13.net/agc/webinars/
Small groups should be the focus of a lesson, not an afterthought. In my fourth grade classroom, most of our students are far more successful when they are taught in small groups than when we try to teach the whole class at once.
Interesting blog post here from Johnny Cataffo, from Mansfield ISD: http://www.middleweb.com/10884/straddling-co-teaching-fence/