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Sanity Savers in the Regular, Exceptional
Children, and Inclusion Classrooms
Introductions
-8th grade ELA teacher
-7 years experience; 5 of those inclusion
Why did I decide to present??
-many teachers at school copying my ideas
-most things come from desire to put responsibility on kids and less stress on me
-sanity = classes that run smoothly with or without me
-most of the things I will present are for the setup of the classroom so that teaching can occur
Our Background
Heather Parker
*EC teacher
*Taught in Elementary and Middle School
*Self Contained, Resource, Co-teaching settings
*Goal is to help regular education teachers so they can focus on teaching their content.
*Student behavior problems are biggest issue lately.
Sarah West
*Science and Social Studies
*First year back in science, so had to change things up!
*Procedures with planning and grading have left me with very little work to take home.
*Guided other teachers with methods to keep the students active.
Classroom set up and prep
*Desks and tables are set up for partners, groups of threes, and fours. Wait a few weeks into school to set up.
*”Brown chairs”
*Kids are set up to not need the teacher at all even from the 1st moment of the 1st day.
*EC population needs high structure and simple procedures across team.
*Have “Missed or absent work” pocket folders by block for students.
*Have 1 tray per block for papers- turned in and to return.
Beginning of class
Multiple Options for Starters
1) Writing Prompt2) Have Learning Target with
discussion questions on topic for the day.
3) Might be directions to create a Graphic Organizer or thinking map.
4) Current Event in your content area to discuss (A discovery, news story, new formula).
Agenda
#107
Use your best argument skills and convince me to buy this canned unicorn meat! Why do I need it?
Happy birthday, Kenzie Drewery!
During Class* Supplies
*Online stopwatch
*All work turned into the trays previously mentioned.
*Attendance
*Kahoot
GroupingWithout Inclusion Teacher-Group Formations: Heterogeneous or Homogeneous?
*If working on an activity/strategy done previously OR one where students are rotating stations and mainly graded on work ethic, can be mixed ability levels.
*When introducing something new, requiring a lot of text, or larger project, may need to be homogeneous for better differentiation.
With Inclusion Teacher-Group Formations
*Great for students to be heterogenous and allow either teacher to follow certain groups to ensure students stay at the same pace.
*Divide and conquer! Have regular or inclusion teacher pull ANY level group to the middle for a specific primary source/ activity to analyze and follow up on.
Differentiation in Groups
1) Inquiry Group
2) Computer Group
3) Vocabulary Group
4) Teacher Group
Adapt I-Charts to Expectations of Student Level
Social Studies Differentiation in Rotations1) Have two rotations/folders with
highlighted text or not.2) Same graphic organizers with
different amounts of evidence required.
3) If timing the stations, need to minimize sources for some EC students and extra options for students who finish early at any station.
*Give students a variety of sources.
Primary
Secondary
Images/Visuals
*Allows students of different levels to access content for whole-class discussion.
Chunked Text and Graphic
Organizers for Inclusion
● More for your sanity, allowing you to float from group to group when differentiated.
● Allows struggling readers an opportunity to practice independence and perhaps make progress on text while you are evaluating other students.
● Note/thought catchers are EASY and FAST to add when starting a new lesson.
Routines- kids thrive in a routine environment because they know what to expect.Daily
Always begin with a starter.
Have a routine for checking hw- so you remember, too!
Interactive Notebooks
Weekly
1) Same homework assignments due same day each week for quick grading during starter.
2) Small weekly quiz on Fridays(or any day) including vocabulary, stems, big ideas for the week.
After classTaking a ZERO for Assignments
Student Name_________________ Class/Block________________Assignment__________________________________________I understand assignments are posted on the board in each class and I am able to write it in my planner. Initial____ I understand it is my responsibility to complete my assignments every night. Initial_____ I understand by not having my assignment ready I will get a zero in the gradebook. Initial____ I did not have my assignment to turn in because __________________________________________________________________________
Ways to Adapt HW in Other Content Area
*Extension can be rotated to be a writing assignment one week and then a non-fiction piece or primary source that they have to analyze all week to discuss on Friday.
*Can shorten text, sources, or vocab examples for differentiated learners.
*To avoid burnout, give students only 1-2 final exam style questions a week.
*This can be a nice routine for Fridays when students expect HW review and quiz.
*Usually time for a current event discussion, small lab, or group activity as well!
Contact us!
Heather Parker- [email protected]
Quinn Pletcher- [email protected]
Sarah West- [email protected]
