The Inspirational Teacher Series – Nicole Eredics We have started a weekly feature on Special Education Advisor called the “Inspirational Teacher Series“. Our goal is to help SEA readers understand the hard work and dedication educators put forth every day. We also want to highlight the positive experiences of educating our students with a disability. Today is our very first installment of the Inspirational Teacher Series and I couldn’t think of a better person to start with than inclusion specialist, Nicole Eredics. 1. What is your name? Nicole Eredics 2. Bachelor of Education, Elementary Concentration 3. Dedicated and passionate about the things I love – my family, my work and my life! 4. www.theinclusiveclass.com 5. 18 years 6. Inclusive classrooms from grades K-7 7. Universal Design for Learning, RTI, Assistive Technology, ABA and a variety of other accommodations/modifications as outlined in IEPs. 8. 9. 10. I have an organized and proactive approach to teaching. 11. 12. Through formal and informal meetings, emails, phone call and notes.
Tips for Writing Instructional Objectives - Bloom's Taxonomy Job Aids I am so delighted to see this post that includes Bloom's Taxonomy Wheels by ZaidLearn. I always find that it's far easier to design materials using these wheels than it is to see the verbs/products in lists. Many instructional designers can benefit from these job aids when trying to find the right action verbs for their objectives. Here are some wheels for the cognitive domain. Source: Source: Source: Bloom’s digital taxonomy. Have fun, designers! Digital Differentiation Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills. At it's most basic level, digital tools can be used to help students find, understand and use information. When combined with student-driven learning experiences fueled by Essential Questions offering flexible learning paths, it can be the ticket to success. Here is a closer look at three components of effectively using technology as a tool for digital differentiation. Note: The interactive graphics you see below have been updated. The goal is to design student-driven learning experiences that are fueled by standards-based Essential Questions and facilitated by digital tools to provide students with flexible learning paths. Essential Questions: Student-driven learning experiences should be driven by standards-based Essential Questions. Teacher Facilitated Learning Experiences:
Classroom Strategies For Inclusion Of Students With Communication And Learning Disorders ContentIntroductionAbout Communications and Learning DisordersParental Suggestions to Give to TeachersIntroduction Teachers in typical classrooms who are faced with students in their classroom who have ADHD (Attention Deficit/Hyperactivity Disorder), SLD (Specific Learning Disability) and/or High Functioning Autistic Spectrum often experience the following feelings. * at a loss for what to do * wanting to pull hair out * overwhelmed * befuddled, confused and dismayed. Every trick of the academic trade teacher have used in the past to contain and direct typical students seem not to work with these students with Communications and Learning Disorders. * What to do? What we know about Communications and Learning Disorders is that: We know that there has been a great deal of coverage on ADHD, Learning Disabilities and Autistic Spectrum on TV, in newspapers, in professional journals and elsewhere in the public eye. * distracted * disorganized * fidgety * impulsive These students are frequently 1.
Teaching the Gifted and Talented: 33 Websites Where You Can Find Good Resources I wish the Internet was available to me as a kid in elementary school. In New York City, where I attended kindergarten through sixth grade, they called the gifted and talented class "SP". I remember being put into a class to learn French, but very little else. I figured out how ahead I was only when I entered junior high school in New Jersey. The French language I had studied for three years allowed me to coast through French class for the next four years. Without anymore "SP" or "G and T" classes, I unfortunately developed a lazy attitude and eventually quit taking French in eleventh grade. LESSON PLANS41 Ways to Go Beyond the Book Report Edsitement- from the National Endowment for the Humanities Gifted and Talented Education Lesson Plans Helpful Sites for Gifted Students Lesson Plan Resources- from Davidson GiftedMrs.
Mystery Cube The Mystery Cube interactive has been changed to a new format: the Cube Creator. Summarizing information is an important postreading and prewriting activity that helps students synthesize what they have learned. The interactive Cube Creator offers four options: Bio Cube: This option allows students to develop an outline of a person whose biography or autobiography they have just read; it can also be used before students write their own autobiography. Specific prompts ask students to describe a person's significance, background, and personality. Mystery Cube: Use this option to help your students sort out the clues in their favorite mysteries or develop outlines for their own stories. Story Cube: In this cube option, students can summarize the key elements in a story, including character, setting, conflict, resolution, and theme. Create-Your-Own Cube: Working on a science unit? Students can save their draft cubes to revise later. Grades 6 – 8 | Lesson Plan | Unit Bio Cube
Using Digital Tools for Differentiation Direct Address to this Page: Anyone who has worked in education for any length of time knows just how important it is for teachers to create differentiated classrooms. If schools are truly working to ensure success for every student, learning experiences need to be customized and aligned to student interests, needs, and unique learning styles. The challenge, however, rests in making differentiation manageable. While few teachers doubt the importance of differentiating, many struggle to make customized learning spaces a reality. In this February 2012 Alaska Staff Development Network webinar, sixth grade classroom teacher, blogger and educational technology author Bill Ferriter will introduce participants to a range of digital tools that can be used to (1). provide structure for differentiated classrooms and (2). differentiate learning experiences by student interest. Today's Slides Today's Shared Reflection Document Differentiating YOUR Learning She writes: #nice Ms.
DSP | Teaching Students with Disabilities Mission of the Disabled Students' Program Responsibilities of the Disabled Students' Program Responsibilities of the Instructor Responsibilities of the Student General Suggestions on Teaching Students with Disabilities Teaching Students with Autism Spectrum Disorders Teaching Students with Chronic Illness or Pain Teaching Students Who are Deaf or Hard of Hearing Teaching Students with Learning Disabilities Teaching Students with Attention-Deficit/Hyperactivity Disorder Teaching Students with Limited Manual Dexterity Teaching Students with Mobility Impairments Teaching Students with Psychological Disabilities Teaching Students with Speech Impairments Teaching Students with Visual Disabilities How DSP Can Assist Instructors at UC Berkeley Mission of the Disabled Students' Program A note about our usage of the words "disabled" and "disability": In law, University policies, and common parlance, terms like "disabled" and "disability" have a variety of meanings, many of which are contextual.
Tomlinson - Differentiation Central Earlychildhood NEWS - Article Reading Center In many preschools and child care programs today you can find a growing number of special-needs children. These children have disabilities ranging from hyperactivity, attention deficit disorder, speech and language difficulties, blindness, deafness, mental retardation, and physical impairments. Thanks to the Americans with Disabilities Act (ADA), our society is becoming better equipped to meet the needs and challenges of these special children. Unfortunately, many daycare providers have little to no special training to deal with these children. There are a few workshops available to help and more teachers are taking them. Unfortunately, many of the strategies for teaching these kids depends on the use of technology that many providers do not have access to. The most important thing to remember is to communicate with the parents on a daily basis. Circle YimeThe easiest way to include a special needs child is to have them sit either in a lap or beside an adult.
Differentiating the curriculum The Policy and implementation strategies for the education of gifted and talented students: Support package: Curriculum differentiation (2004) (pdf 1345kb) provides an introduction to curriculum differentiation for gifted and talented students and is suitable for all stages of schooling. It needs to be read in conjunction with the Policy and implementation strategies for the education of gifted and talented students (revised 2004) and its companion document (2004) (pdf 270kb). The purpose of differentiating the curriculum is to provide appropriate learning opportunities for gifted and talented students. learn at faster rates find, solve and act on problems more readily manipulate abstract ideas and make connections. Gifted students need the opportunity to work through the curriculum at a faster pace and need less time on basics and revision. The creation of a differentiated curriculum requires some pre-planning. Definitions Gagné's (2003) Differentiated Model of Giftedness and Talent Table
Students with Disabilities | Imagine Learning Five Key Components of Reading No more roadblocks to reading. Students with disabilities often struggle to acquire basic reading skills. Research indicates that these students benefit from instruction that is explicit and sequenced, ensuring that key prerequisite skills are met before more complex tasks are required. Imagine Learning provides explicit instruction in five basic reading skills: phonological awareness, phonics, fluency, vocabulary, and comprehension. Explicit instruction in phonological awareness phonics fluency vocabulary comprehension Vocabulary Development A better way to learn the lingo. Vocabulary knowledge directly influences comprehension, so students with disabilities who struggle with comprehension need all the extra vocabulary instruction they can get. Contextualized instruction in basic vocabulary academic vocabulary content-specific vocabulary Listening Comprehension Help students develop an ear for understanding. Speaking (Songs, Chants, Conversations)