Name: Lisa Sebock Date: 8/2/2023

GO TOs
Core Values (TIU3)

Encouragement Professionalism

Learning Styles (TIU4) Learning styles with 2 examples – place a star by your preferred styles

Style: Visual Style: Auditory Style: Kinesthetic

Seeing graphics
ex. ex. ex.
Reading aloud Hands on
Doing presentations
ex. ex. ex.
Repeating information Experiments

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Re-exposing

2. 5. 8.
Rigor Routing Rehearsing
3. 6. 9.
Relevance Retaining Recognize

Teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocabulary, learning in different

contexts.

2. 4.
Frayer Model- graphic organizer in four Learning vocab words before reading the text
parts

Strategies for Differentiation (SS2)

1. Individual instruction 3. Tiered instruction

2. 4.
Strategies for Success
Formative instruction(SS2-7) Provide 2 examples of each
Stations with different instruction on the same topic
Name: Lisa Sebock Date: 8/2/2023
Strategies for Success (SS2-7) – Provide 2 examples of each

Discussion with small group, everyone

Four Corners gets a chance to speak and take notes in
a specific time frame.

Anchor charts, thinking maps Fishbone

Venn Diagram Connect 4 Thinking

Compare/Contrast
T chart

3-2-1 Summarizing Ploy Diagram

1-Minute Paper One question, One comment, Last word

Blooms Verbs (SS8 and SS9)

Create Critique, justify, predict, argue, evaluate

iMovie, WordPress, YouTube, Adobe Spark

APPS:

Evaluate Argue, critique, weigh. Justify, appraise

Google Forms, Weebly, Skype

APPS:

Compare, contrast, organize, relate, distinguish

Analyze
Google Sheets, Excel
APPS:
Execute, use, solve, operate, implement, demonstrate
Apply
Sketchbook, IPEVO Whiteboard, Periscope
APPS:
Explain, identify, describe, discuss, paraphrase
Comprehension
Annotate, Docs, Clips
APPS:
Define, list, label, recall, illustrate
Remember

APPS: Quizlet, OneNote

Name: Lisa Sebock Date: 8/2/2023

Four Questions to redirect behavior (CBM5)

1. What are you doing?

2.
What are you supposed to be doing?

3.
Are you doing it?
4.
What are you going to do about it?

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the Increase the amount of personal
Adapt the time allotted and allowed assistance to keep the student on task,
learner is expected to learn or the
number of activities students will for learning, task completion, or to reinforce the use of specific skills.
complete prior to assessment for testing Enhance adult-student relationships.
mastery.
Example Example Example
Assign peer buddies, teaching assistants, peer
Reduce the number of social studies term a Individualize a timeline for completing tutors or cross-age tutors. Specify how to interact
learner must learn at any one time. Add a task, pace learning differently for with the student or how to structure the
practice activities or worksheets. some learners. environment.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt skill level, problem type, or Adapt how the student can respond to
delivered to the learner rules on how the learner may approach instruction
the work

Example Example Example

Student will be given an extra Allow the student to use the tool Verbally tell me the name and use of
handout in color with pictures of handout when demonstrated mastery. the given tool instead of writing it.
the tools.

Participation Notes:
Definition Alternate goals: adapt the goals or outcome expectations while using the same materials. When routinely
utilized, this is for students who have moderate to severe disabilities. Example: Having some students locate
Adapt the extent to which a learner is
states on a map by color code. While others label the state and capital.
actively involved in the task
Substitute Curriculum: Provide different instruction and materials to meet a learner’s individual goals.
Example Example: During a math lesson a student is learning how to toilet with a paraprofessional.
In geography, have a student hold the
globe while others point out locations.
Have the student stand in front and turn
the pages in a book sitting beside me .
Name: Lisa Sebock Date: 8/2/2023
Suggestions for working with Students in Poverty (E12)

Don’t comment on students clothing or belongings

Arrange a bank of shared supplies for students to use unless they are in violation of a dress code.

Do not require costly activities or assignments Praise their success

Provide access to computers, magazines, and books to Make sure free lunch is an option
low-income students so they can work with materials they
need.

Reading Strategies to Strengthen Literacy Skills (R8)

Paired/Partner Reading When reading prior to a lecture, read with Students real aloud to each other
a partner and highlight the unknowns

Any assignment done to show

Exit slips Use at the end to check understanding understanding of lesson, test, quiz,
or homework
After the reading, ask students to summarize Students identify and paraphrase
Summarizing
the reading the key concepts of the reading

Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson

Outlines, Graphic organizer, Leveled study guides
2. Build background
Word wall, Vocabulary self-selection
3. Make verbal communication understandable
Appropriate Speech, explanation of academic tasks, sentence strips
4. Learning strategies (this one should be easy!)
Create a poem, song or play, Graphic organizer
5. Opportunities for interaction
Pairing students to do “table talk” activities, Four corners
6. Practice and application
Hands on material, playing a content review game, doing group work before independent work
7. Lesson delivery
The content should be said orally and clearly put on board, activties are student engaging
8. Review and assess
Paraphrasing, Agree/Disagree, Summarizing with Partners
Name: Lisa Sebock Date: 8/2/2023

After reviewing the characteristics and qualities of effective educators as identified by research,
write out 2 characteristics that will be easy for you to implement in your classroom and 2 that
you will consciously work on.

Glows Grows

The Effective Teacher as a person…

Has a classroom that reflects a positive, safe Invest time before and after school to ensure all
environment that students can feel comfortable lessons and documents are prepared and ready so
in. I’m not doing it in class and can give my time to my
Always responds to students with respect and students.
positivity so students can see that and repeat that Greet students every morning with positivity and
behavior to others. love to start their day off on a welcoming positive
note.

The Effective Teacher as a professional…

Believes that all students can be successful in Maintains a professional and positive attitude
the classroom and encourage that all year. in all situations even difficult ones.
Making communication with parents and Making sure everything in the room and all my
administration a priority, always filling equipment is working properly, by requesting
everyone in on what is going on in the room support in any department as needed.
so parents are up to date on everything.
The effective Teacher established classroom
management and organization that…
Maintains daily routine and procedure in the Provides instruction for the allotted time of instruction
classroom by planning and establishing rules and for each subject from start to finish so there is not down
expectations the first day to provide a structured time for students to get bored.
environment. Exhibits consistency with rules and consequences so that
Making a seating chart that accommodates all children there are no behaviors because of inconsistently.
and their needs to prevent behaviors.

The Effective Teacher implements instruction Incorporating higher order thinking questions for more
that… extensive learning. Making sure learning fits the students
Making sure to keep students engaged and interested in but also making the students think and not overwhelming
the lesson and learning. them.
Provides a variety of learning for each student, such as Incorporating technology which can be a struggle for
visual, auditory, and kinesthetic so all students are students in special education
successful.

The Effective Teacher monitors student progress

and potential by… Provide re-teaching opportunities after each
skill to ensure that students are retrieving the
Collecting, reviewing and analyzing the data from each information or at least have multiple
student and documenting all the material accordingly.
Communicating with parents of student’s progress and
opportunities to do so.
ensuring they are In know with everything they need to Manage assessments after each lesson to help
know and letting admin know if they are in need to know ensure that the students are understanding
of anything. what is being taught.