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EDU 684: Including Diverse Populations PowerPoint Presentation
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EDU 684: Including Diverse Populations

EDU 684: Including Diverse Populations

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EDU 684: Including Diverse Populations

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  1. EDU 684: Including Diverse Populations Session 5

  2. Housekeeping • Questions • School Visit Permission Form • First paper – initial thoughts • Journal article volunteers • 3 stories • Identify PIPs • Annual Review Dates • Small group work • Obama/McCain feedback

  3. Obama / McCain Debate • What are some of the main differences in policy outlook? • Where are there areas of agreement? • Of the points mentioned, what point to you most identify with? Vouchers, charter schools http://www.youtube.com/watch?v=iPAW_0Mcu8I&feature=related

  4. Agenda • Listen/talk about autism and other disabilities. • Discuss Ravitch’s ideas on contemporary education. • Work together on Common Core State Standards. • Watch/discuss issues involving homeless students. • Teach/learn from our mini-lessons. • Planning time for book presentations.

  5. Autism (ASD) • Autism Spectrum Disorder (onset before age 3) • Impairments in social interaction • Poor eye contact • Lack of responsiveness • Inability to establish relationships • Impairment in communication • Nonverbal • Echolalia (Parrotting) • Other behaviors • Hand flapping • Body rocking • Fascination with objects or parts of objects

  6. Asperger Syndrome • Similar to ASD but child may display: • Normal to high IQ range • Extensive verbal abilities • Sometimes dismissed as quirks or immaturity • Characteristics: limited social and communication skills, repetitive behaviors.

  7. Developmental Disabilities • Mental retardation – significantly subaverage intellectual functioning, along with deficits in adaptive behavior, that affects educational performance • IQ scores lower than 70 • Chromosomal disorders – Down syndrome • Fragile X syndrome – genetic, males more likely, elongated features. • Fetal alcohol syndrome – leading cause of MR

  8. Lower-Incidence Disabilities • Visual impairments • Legal blindness • Hearing impairments • FM units • Physical disabilities • Traumatic brain injury • Asthma • Epilepsy (petit mal and grand mal)

  9. Journal Discussion • Ravitch (2010)

  10. Group Activity • NJ Core Curriculum Content Standards http://www.njcccs.org/ • Part of a national movement, but adopted by states. • Goal: Prepare students for college and career.

  11. Homeless students • Issues? • What will we be mindful of with these students? • What can we do in the classroom to deal with this? Video Discussion

  12. Mini-lessons • Mini-lesson, not maxi-lesson. • Popular structure: The “Workshop Method” • ~10 minute mini-lesson • ~25 minute independent work • ~10 minute share/review • Boredom = no learning. • Keep it simple.

  13. Mini-lessons (cont.) • Important components: • Aim/objective – What do we want the students to learn? • Motivation – How will we *spark* interest for our lesson? (less than 1 minute) • Materials – What supplies do we need? • Procedure – numbered list – What steps will we take to teach our lesson? • Questions – What are some key questions we will ask during the lesson to check for understanding?

  14. Mini-lessons (cont.) • Independent work – What will the class do to practice the new skill that you have taught them? • Student evaluation – How will you assess if the students learned the material? • Follow up – What will be your next lesson/homework assignment to build on this learning?

  15. Mini-lessons Grade Levels Subjects Topics

  16. Group Meeting Time • Journal Article Discussion Groups • Book Presentation Groups

  17. For Next Time . . . • Read and be ready to discuss Murphey (1999) • Read Ch.12 in textbook. • Be thinking about your upcoming assignments (see syllabus). 11/8 – School Visit Due 11/29 – Group Presentations begin 12/13 – Researched Position Due 12/13 – Participation Reflection Due