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ECS 311

ECS 311. February 5 th. Today’s Agenda. Differentiation Strategies Discussion from your reports Letters for Internship Adaptations and Self Regulation Time to work Remember : Thursday 8:30 – Ed Auditorum Topic - Differentiation. Classes left. Next week: PDP’s More on Assessment

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ECS 311

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  1. ECS 311 February 5th

  2. Today’s Agenda • Differentiation Strategies • Discussion from your reports • Letters for Internship • Adaptations and Self Regulation • Time to work • Remember: Thursday 8:30 – Ed Auditorum • Topic - Differentiation

  3. Classes left • Next week: • PDP’s • More on Assessment • Social Services information and responding to emergencies • Winter break • Feb. 25th – Circle of Courage in TPC • Feb. 28th – unit plans due – hand in portfolios • 2 more classes • Three Week Block • 4 classes

  4. Differentiation Approaches • Projects – p. 146 • Choice Boards – p. 156 • Problem Based Learning – p. 159 • Academic Contracts – p. 162

  5. Letters for Internship • Beginning • Introduce self and state your excitement for internship • “I am Tillie Willie and I am writing to tell you how much I am excited to be interning with you at Telliebelly School.

  6. Letter for Internship • Middle • Talk about some of your experiences and strengths. • Acknowledge • Talk about opportunities you look forward to. • “I pre-interned at …in grade… I am dedicated, enthusiastic and hard working. I have worked with children as a Sunday School teacher and camp leader. I intend to bring my best work to my internship experience and with your support and guidance I am sure it will be wonderful. If there is an opportunity to work with a sports team/choice I would welcome that possibility. I would also be thrilled if there was a chance to do some supervision.

  7. Letters for Internship • Closing • State something about looking forward to meeting them and your contact information. • “I am looking forward to meeting with you and would love to get together soon. You can contact me at 587-5849 or my email address is twillie@sasktel.net • Sign it, • Sincerely, • Truly, • Enthusiastically, *Avoid using same words throughout: “looking forward” “excited”, etc. *Proofread for spelling, grammar, etc

  8. Adaptive Dimension • "If students can't learn the way we teach, we must teach them the way they learn" Carol Ann Tomlinson • Key words: • enrichment, extension, reinforcement, or differential teaching • Modified vs adapted • Contraversy - know your division. • Modified – changed curricular outcome • Adapted – made a ‘tweak’ so student can achieve outcome

  9. Adaptive dimension • Six areas for Adaptations: • - Input: Process/Content • - Output: Product • - Size • - Time/Pace • - Difficulty • - Level of Support • See handout • Some of these are adaptations you can make in your lessons for everyone or apply individually • Always let the parents know about individual adaptations you are making regularly

  10. Other considerations with Adaptations • For specific more extensive adaptations • Talk with former teachers/parents about what has been done. Check cum • Check PPP’s (personal program plans) • Rely on the LRT • “I am concerned about Johnny. He is doing…. What adaptations do you think we should make?”

  11. Self regulation Children acquire self regulation practices through positive early experiences. With guidance, self regulation practices can be taught and self awareness increases. Intentional Practices: - practice self control games with young children red light, green light, singing softly, then loudly, adding motion, stopping motion - allow for choice and freedom to discover where and how students work (in a quiet place alone or with a group, on the floor or in chairs, stretched out or curled up)

  12. Continued… - consider light, sound, walls, room arrangement, space for sensory stimulation (sand/water), places for physical movement, quiet places, group places - make transitions easy - give warnings about what is coming - put agenda for the day on the board, make the day predictable and allow for some choice - make ‘talk’ about self regulation a part of your day. *What energy level are you? Low, (STOP) Just right (GO) High (Careful) * How angry are you? Scale of 1 - 10

  13. considerations • Chewing gum can calm • Doodling helps some concentrate • Wiggle seats sometimes help • Elastics around the chairs help • Use of headphones or music • Self regulator buzzer • Door stop device • Weighted jacket or carrying heavy things • Raised desk prompts • Following with a ruler • Listening to books as well as reading them Key People Occupational Therapist Education Psychologist School Councellor Consultants Administration

  14. Work time

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