Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

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Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms Thursday, April 14, 2016 Presented by Dr. Julie Causton, Ph.D. Professor in the Inclusive and Special Education Program at Syracuse University Join the Teaching All Students community: www.edweb.net/inclusiveeducation

Transcript of Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Page 1: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Engaging  All  Learners:  5  Steps  to  Creating  More  Inclusive  Classrooms

Thursday,  April  14,  2016

Presented  by

Dr.  Julie  Causton,  Ph.D.    Professor   in  the  Inclusive  and  Special  Education  Program  at  Syracuse  University

Join  the  Teaching  All  Students  community:    www.edweb.net/inclusiveeducation

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ìEngaging    ALL  Learners:

5  Steps  to  Creating  More  Inclusive  Classrooms

Dr.  Julie  CaustonSyracuse  University  

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• Inclusive Special Education Teacher (K-12)• Inclusion Consultant - Schools, Districts, Families• Professor at Syracuse University

• Inclusive Elementary & Special Education Program• Areas of interest

• Teacher happiness!• Best practices - inclusive education• Collaboration• Differentiation

Dr.  Julie  Causton

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Before  we  jump  in…

Here  are  some  important   resources  for  YOU!  

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New  Website

www.inclusiveschooling.com

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Practical  Guides  on  Inclusive  EducationGreat  for  your  whole  school  team!

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New  Book!

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21  Day  Happiness  Experience

ì Register  today!  www.inclusiveschooling.com/21dayfun

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Approach  to  Today

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üCenter  yourself.

Approach  to  Today

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üCenter  yourself.üKnowing  and  doing  gap.

Approach  to  Today

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üCenter  yourself.üKnowing  and  doing  gap.üRelax  and  have  fun!

Approach  to  Today

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üCenter  yourself.üKnowing  and  doing  gap.üRelax  and  have  fun!

Approach  to  Today

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Agenda  

Engage  them  ALL:  5  Steps  for  Creating  More  Inclusive  Classrooms  

1) Get  clear  about  inclusion

2) Keep  students  in

3) Collaborate  in  new  ways

4) Support  all  academic  levels

5) Provide  humanistic  behavioral  supports

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Concept  1-­‐Get  clear  about  inclusion

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Inclusive  Education

In  Principle,  inclusive  education  means:

…the  valuing  of  diversity  within   the  human  community.    When  inclusive  education  is  fully  embraced,  we  abandon   the  idea  that  children  have  to  become  “normal”  in  order   to  contribute  to  the  world…We  begin   to  look  beyond   typical  ways  of  becoming  valued  members  of  the  community,  and  in  doing  so,  begin   to  realize  the  achievable  goal  of  providing  all  children  with  an  authentic  sense  of  belonging   (pp.  38-­‐39).  

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Inclusive  EducationIn  Practice,  inclusive  education  means,A  Classroom  Model in  which  students  with  and  without  disabilities  are  based  in  a  regular  structure  and  benefit  from  the  shared  ownership  of  general  and  special  educators.

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Inclusive  EducationIn  Practice,  inclusive  education  means,A  Classroom  Model in  which  students  with  and  without  disabilities  are  based  in  a  regular  structure  and  benefit  from  the  shared  ownership  of  general  and  special  educators.A  Student-­‐centered  Approach  Beginning  with  Profiles   that  help  educators  appreciate  the  strengths  and  challenges  of  learners  with  and  without  disabilities  and  the  individualized  accomplishments  that  can  be  attained.

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Inclusive  EducationIn  Practice,  inclusive  education  means,A  Classroom  Model in  which  students  with  and  without  disabilities  are  based  in  a  regular  structure  and  benefit  from  the  shared  ownership  of  general  and  special  educators.A  Student-­‐centered  Approach  Beginning  with  Profiles   that  help  educators  appreciate  the  strengths  and  challenges  of  learners  with  and  without  disabilities  and  the  individualized  accomplishments  that  can  be  attained.A  Schedule that  accounts  for  the  full  range  of  needs   in  the  class—where  no  student  engages  in  “pull  out”  or  alternative  activities  to  the  extent  that  disruptions   in  the  daily  schedule  and  in  peer  relationships  do  not  occur

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Inclusive  EducationIn  Practice,  inclusive  education  means,A  Classroom  Model in  which  students  with  and  without  disabilities  are  based  in  a  regular  structure  and  benefit  from  the  shared  ownership  of  general  and  special  educators.A  Student-­‐centered  Approach  Beginning  with  Profiles   that  help  educators  appreciate  the  strengths  and  challenges  of  learners  with  and  without  disabilities  and  the  individualized  accomplishments  that  can  be  attained.A  Schedule that  accounts  for  the  full  range  of  needs   in  the  class—where  no  student  engages  in  “pull  out”  or  alternative  activities  to  the  extent  that  disruptions   in  the  daily  schedule  and  in  peer  relationships  do  not  occurA  Curriculum that  is  rich  and  accommodating  for  all  students—and  when  further  individualized  to  meet  the  needs  of  a  particular  learner.

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Inclusive  EducationIn  Practice,  inclusive  education  means,A  Classroom  Model in  which  students  with  and  without  disabilities  are  based  in  a  regular  structure  and  benefit  from  the  shared  ownership  of  general  and  special  educators.A  Student-­‐centered  Approach  Beginning  with  Profiles   that  help  educators  appreciate  the  strengths  and  challenges  of  learners  with  and  without  disabilities  and  the  individualized  accomplishments  that  can  be  attained.A  Schedule that  accounts  for  the  full  range  of  needs   in  the  class—where  no  student  engages  in  “pull  out”  or  alternative  activities  to  the  extent  that  disruptions   in  the  daily  schedule  and  in  peer  relationships  do  not  occurA  Curriculum that  is  rich  and  accommodating  for  all  students—and  when  further  individualized  to  meet  the  needs  of  a  particular  learner.A  Teaming  Process in  which  support  staff  work  in  flexible,  coordinated  ways  to  strengthen  the  collaborative  relationships  among  special  and  regular  educators,  parents  and  educators,  and  educators  and  the  community.

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Inclusive  EducationIn  Practice,  inclusive  education  means,A  Classroom  Model in  which  students  with  and  without  disabilities  are  based  in  a  regular  structure  and  benefit  from  the  shared  ownership  of  general  and  special  educators.A  Student-­‐centered  Approach  Beginning  with  Profiles   that  help  educators  appreciate  the  strengths  and  challenges  of  learners  with  and  without  disabilities  and  the  individualized  accomplishments  that  can  be  attained.A  Schedule that  accounts  for  the  full  range  of  needs   in  the  class—where  no  student  engages  in  “pull  out”  or  alternative  activities  to  the  extent  that  disruptions   in  the  daily  schedule  and  in  peer  relationships  do  not  occurA  Curriculum that  is  rich  and  accommodating  for  all  students—and  when  further  individualized  to  meet  the  needs  of  a  particular  learner.A  Teaming  Process in  which  support  staff  work  in  flexible,  coordinated  ways  to  strengthen  the  collaborative  relationships  among  special  and  regular  educators,  parents  and  educators,  and  educators  and  the  community.A  Classroom  Climate that  embraces  diversity,  fosters  a  sense  of  social  responsibility,  and  supports   positive  peer  relationships.

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Inclusion  means-­‐no  dichotomy

Normal…………………………Abnormal

How  are  you  NOT  normal?    Sensory   issues?  Struggles?   Challenges?  Deficits?    

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§ Linguistic Intelligence

§ Logical Mathematical Intelligence

§ Spatial Intelligence

§ Bodily Kinesthetic Intelligence

§ Musical Intelligence

§ Interpersonal Intelligence

§ Intrapersonal Intelligence

§ Naturalistic Intelligence

Inclusion  means-­‐start  with  strengths

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Inclusion  means-­‐ we  problem  solve

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Concept  2-­‐ Keep  Students  In

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The  Red  Dot

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Elementary  Classroom  Disrupted  by  Pullout

LL

Classroom Teacher

Sp Ed Sp EdS&L OT PT

Reading ESL

W

WW W W W W W

W

W

W

W

AA

AA

AA AA AA AA AS AS

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Elementary  Classroom  Disrupted  by  Pullout

LL

Classroom Teacher

Sp Ed Sp EdS&L OT PT

Reading ESL

W

WW W W W W W

W

W

W

W

AA

AA

AA AA AA AA AS AS

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Derek

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Derek-­‐ Grade  4IEP—“significant  behavioral  and  intellectual  disabilities”

“Cannot  benefit  from  instruction  in  the  general  education  environment”

“truancy  issues”

“low  self  esteem”

“continual  outbreaks  in  class”

“often  crying”

“easy  to  anger”    

“is  a  runner”  

“throws  desks”  

“unmotivated”  

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Front  Elementary  Schoolì K  -­5th grade   -­ 500  kids

ì Racial  Demographicsì 31%  African-­Americanì 10%  Latinoì 10%  Asianì 1%  Native  Americanì 48%  White

ì Native  Languageì 12  languagesì Significant  numbers  of  Spanish  and  Hmong  speaking  families

ì SESì 50%  poverty

ì Special  Educationì 14%  of  school  ì all  categories  of  disability  in  home  school

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Special  Ed  Service  Delivery:  Before

Self-­Contained:significant  disabilities

Inclusion  20+  8

ResourceResource

Resource

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Inclusive  Service  Delivery:  After

Inclusive  Teaming

Inclusive  Teaming

Inclusive  Teaming

Inclusive  Teaming

Inclusive  Teaming

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ELL  Model:  ESL  Pullout

Full  time  

Pullout Half-­‐ time

Pullout

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ELL  Model:  ESL  Inclusive  Teaming

HalftimeInclusive/teaming

FulltimeInclusive/teaming

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Resu l t s

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Student  Achievement  Results

Statewide Reading Test DataCategory

Before 3 years later

Students Tested (%) 70 98

All students – Proficient or advanced (%) 50 86

African-American students – Proficient or advanced (%) 33 78

Asian students – Proficient or advanced (%) 47 100

Hispanic students – Proficient or advanced (%) 18 100

Special education students - Proficient or advanced (%) 13 60

ELL students - Proficient or advanced (%) 17 100

Students in poverty - Proficient or advanced (%) 40 78

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No  longer  on  the  School  In  Need  of  Improvement  List

Before 3 Years Later

Students Tested (%) 76 98Reading – Proficient or advanced % 52 84

Language Arts – 40 72

Math – Proficient or advanced % 42 75

Science- Proficient or advanced % 48 82

Social Studies – 48 91

State  High  Stakes  4th  Grade  Assessment  Data

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Derek-­‐ Grade  5

Inclusive  Education

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Derek-­‐ Grade  5

Inclusive  Education

“He  often  sits  in  the  car  early  for  school.  Doesn’t  want  to  be  late.”

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Derek-­‐ Grade  5

Inclusive  Education

“He  often  sits  in  the  car  early  for  school.  Doesn’t  want  to  be  late.”

“Hasn’t  missed  a  day  of  5th grade.”

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Derek-­‐ Grade  5

Inclusive  Education

“He  often  sits  in  the  car  early  for  school.  Doesn’t  want  to  be  late.”

“Hasn’t  missed  a  day  of  5th grade.”

“Delightful,  eager,  insightful,  participatory,  funny,  has  made  many  friends,  he  is  a  leader.    A  stellar  community  member.”  

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Derek-­‐ Grade  5

Inclusive  Education

“He  often  sits  in  the  car  early  for  school.  Doesn’t  want  to  be  late.”

“Hasn’t  missed  a  day  of  5th grade.”

“Delightful,  eager,  insightful,  participatory,  funny,  has  made  many  friends,  he  is  a  leader.    A  stellar  community  member.”  

In  February  of  his  5th grade  year.    Exited  from  special  education.  

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Derek-­‐ Grade  5

Inclusive  Education

“He  often  sits  in  the  car  early  for  school.  Doesn’t  want  to  be  late.”

“Hasn’t  missed  a  day  of  5th grade.”

“Delightful,  eager,  insightful,  participatory,  funny,  has  made  many  friends,  he  is  a  leader.    A  stellar  community  member.”  

In  February  of  his  5th grade  year.    Exited  from  special  education.  

Honor  roll  student  in  middle  school.

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“I’m  afraid  there  has  been  a  mistake.”  -­‐Derek

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Research…  NO  compelling  body  of  evidence

q Heterogeneous  well-­‐taught  classrooms  cannot  produce  the  same  or  better  achievement  for  ALL.

q Grouping,  tracking,  separating  produces  high  levels  of  achievement  for  ALL.

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Where  can  I  get  more  research  on  this?

ì 30+  Research  Articles  available  at  Inclusive  Schooling  

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Concept  3-­‐ Collaborate  in  New  Ways

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ì When  we  don’t  plan…  what  co-­‐teaching  models  do  we  typically  use?  

Co-­‐Teaching  By  Default

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What  does  your  co-­‐teaching  look  like?    

ì If  an  observer  walks  into  your  classroom  day  after  day,  week  after  week,  what  would  he  or  she  see  most  of  the  time?ì A)  two  teachers  at  the  helmì B)  one  teacher  at  the  helm  and  one  standing  in  the  back  of  the  roomì C)  one  teacher  at  the  helm  and  one  “floating”  through  the  classroomì D)  both  teachers  cowering  in  the  back  of  the  room,  overwhelmed  and  

unsure  of  which  collaborative  structures  to  useì E)  a  wide  range  of  co-­‐teaching  structures  and  different  arrangements  

of  people,  desks  and  materials

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Co-­‐Teaching  MODELS

Co-­‐teaching  can  include  a  general  education  teacher,  a  special  education  teacher,  therapists  or  other   specialists,  bilingual   teachers,  content  area  specialists  (e.g.,  reading  specialists,  math  intervention   teachers),  and  paraprofessionals!

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Co-­‐Teaching  MODELS

Co-­‐teaching  can  include  a  general  education  teacher,  a  special  education  teacher,  therapists  or  other   specialists,  bilingual   teachers,  content  area  specialists  (e.g.,  reading  specialists,  math  intervention   teachers),  and  paraprofessionals!

• Duet

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Co-­‐Teaching  MODELS

Co-­‐teaching  can  include  a  general  education  teacher,  a  special  education  teacher,  therapists  or  other   specialists,  bilingual   teachers,  content  area  specialists  (e.g.,  reading  specialists,  math  intervention   teachers),  and  paraprofessionals!

• Duet• One  Teach/  One  Assist

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Co-­‐Teaching  MODELS

Co-­‐teaching  can  include  a  general  education  teacher,  a  special  education  teacher,  therapists  or  other   specialists,  bilingual   teachers,  content  area  specialists  (e.g.,  reading  specialists,  math  intervention   teachers),  and  paraprofessionals!

• Duet• One  Teach/  One  Assist• One  Teach/One  Float

Page 61: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Co-­‐Teaching  MODELS

Co-­‐teaching  can  include  a  general  education  teacher,  a  special  education  teacher,  therapists  or  other   specialists,  bilingual   teachers,  content  area  specialists  (e.g.,  reading  specialists,  math  intervention   teachers),  and  paraprofessionals!

• Duet• One  Teach/  One  Assist• One  Teach/One  Float• One  Teach/One  Make  Multisensory

Page 62: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Co-­‐Teaching  MODELS

Co-­‐teaching  can  include  a  general  education  teacher,  a  special  education  teacher,  therapists  or  other   specialists,  bilingual   teachers,  content  area  specialists  (e.g.,  reading  specialists,  math  intervention   teachers),  and  paraprofessionals!

• Duet• One  Teach/  One  Assist• One  Teach/One  Float• One  Teach/One  Make  Multisensory• Parallel

Page 63: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Co-­‐Teaching  MODELS

Co-­‐teaching  can  include  a  general  education  teacher,  a  special  education  teacher,  therapists  or  other   specialists,  bilingual   teachers,  content  area  specialists  (e.g.,  reading  specialists,  math  intervention   teachers),  and  paraprofessionals!

• Duet• One  Teach/  One  Assist• One  Teach/One  Float• One  Teach/One  Make  Multisensory• Parallel• Station  

Page 64: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Duet  

• Duet— Both  adults  engage  in  primary  teaching  roles  in  the  class;  instructors  collaboratively  lead  class  discussions,  answer  student  questions  or  facilitate  lectures  and  activities.  

Page 65: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Duet  

• Duet— Both  adults  engage  in  primary  teaching  roles  in  the  class;  instructors  collaboratively  lead  class  discussions,  answer  student  questions  or  facilitate  lectures  and  activities.  

• Best  for:  

Page 66: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Duet  

• Duet— Both  adults  engage  in  primary  teaching  roles  in  the  class;  instructors  collaboratively  lead  class  discussions,  answer  student  questions  or  facilitate  lectures  and  activities.  

• Best  for:  • introducing  a  unit  or  lesson

Page 67: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Duet  

• Duet— Both  adults  engage  in  primary  teaching  roles  in  the  class;  instructors  collaboratively  lead  class  discussions,  answer  student  questions  or  facilitate  lectures  and  activities.  

• Best  for:  • introducing  a  unit  or  lesson• concluding  a  unit  or  lesson  

Page 68: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Duet  

• Duet— Both  adults  engage  in  primary  teaching  roles  in  the  class;  instructors  collaboratively  lead  class  discussions,  answer  student  questions  or  facilitate  lectures  and  activities.  

• Best  for:  • introducing  a  unit  or  lesson• concluding  a  unit  or  lesson  • facilitating  a  class  meeting

Page 69: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Duet  

• Duet— Both  adults  engage  in  primary  teaching  roles  in  the  class;  instructors  collaboratively  lead  class  discussions,  answer  student  questions  or  facilitate  lectures  and  activities.  

• Best  for:  • introducing  a  unit  or  lesson• concluding  a  unit  or  lesson  • facilitating  a  class  meeting• engaging  in  a  community-­‐building  

exercise

Page 70: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Assist

One  Teach/One  Assist— One  leads  the  lesson  while  the  other  supports  in  some  way  and  the  lead  person  is  usually  in  charge  of  the  content  while  the  assisting  teacher  adds  examples,  distributes  supplies  or  checks  in  with  students.  

Page 71: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Assist

One  Teach/One  Assist— One  leads  the  lesson  while  the  other  supports  in  some  way  and  the  lead  person  is  usually  in  charge  of  the  content  while  the  assisting  teacher  adds  examples,  distributes  supplies  or  checks  in  with  students.  

Helpful  for:

Page 72: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Assist

One  Teach/One  Assist— One  leads  the  lesson  while  the  other  supports  in  some  way  and  the  lead  person  is  usually  in  charge  of  the  content  while  the  assisting  teacher  adds  examples,  distributes  supplies  or  checks  in  with  students.  

Helpful  for:• setting  up  a  complex  presentation  or  demonstration  

Page 73: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Assist

One  Teach/One  Assist— One  leads  the  lesson  while  the  other  supports  in  some  way  and  the  lead  person  is  usually  in  charge  of  the  content  while  the  assisting  teacher  adds  examples,  distributes  supplies  or  checks  in  with  students.  

Helpful  for:• setting  up  a  complex  presentation  or  demonstration  • managing  a  lesson  with  new  tech  tools,  equipment  or  assistive  technology  

Page 74: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Assist

One  Teach/One  Assist— One  leads  the  lesson  while  the  other  supports  in  some  way  and  the  lead  person  is  usually  in  charge  of  the  content  while  the  assisting  teacher  adds  examples,  distributes  supplies  or  checks  in  with  students.  

Helpful  for:• setting  up  a  complex  presentation  or  demonstration  • managing  a  lesson  with  new  tech  tools,  equipment  or  assistive  technology  • managing  a  lesson  with  a  lot  of  directions  or  transitions  

Page 75: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Assist

One  Teach/One  Assist— One  leads  the  lesson  while  the  other  supports  in  some  way  and  the  lead  person  is  usually  in  charge  of  the  content  while  the  assisting  teacher  adds  examples,  distributes  supplies  or  checks  in  with  students.  

Helpful  for:• setting  up  a  complex  presentation  or  demonstration  • managing  a  lesson  with  new  tech  tools,  equipment  or  assistive  technology  • managing  a  lesson  with  a  lot  of  directions  or  transitions  • setting  up  the  classroom  for  a  change  in  activities

Page 76: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Float

One  teach/one  float— a  good  model  to  use  during  lessons  where  one  teacher  is  demonstrating  something  that  students  need  to  imitate.  (i.e.  if  a  teacher  is  showing  learners  how  to  create  land  forms  with  modeling  clay,  the  second  teacher  can  be  floating  from  desk  to  desk  to  give  support  and  feedback  on  the  sculptures)

Page 77: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Float

One  teach/one  float— a  good  model  to  use  during  lessons  where  one  teacher  is  demonstrating  something  that  students  need  to  imitate.  (i.e.  if  a  teacher  is  showing  learners  how  to  create  land  forms  with  modeling  clay,  the  second  teacher  can  be  floating  from  desk  to  desk  to  give  support  and  feedback  on  the  sculptures)

Helpful  for:

Page 78: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Float

One  teach/one  float— a  good  model  to  use  during  lessons  where  one  teacher  is  demonstrating  something  that  students  need  to  imitate.  (i.e.  if  a  teacher  is  showing  learners  how  to  create  land  forms  with  modeling  clay,  the  second  teacher  can  be  floating  from  desk  to  desk  to  give  support  and  feedback  on  the  sculptures)

Helpful  for:• getting  students  started  on  independent  work  or  group  work  

Page 79: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Float

One  teach/one  float— a  good  model  to  use  during  lessons  where  one  teacher  is  demonstrating  something  that  students  need  to  imitate.  (i.e.  if  a  teacher  is  showing  learners  how  to  create  land  forms  with  modeling  clay,  the  second  teacher  can  be  floating  from  desk  to  desk  to  give  support  and  feedback  on  the  sculptures)

Helpful  for:• getting  students  started  on  independent  work  or  group  work  • helping  students  assemble  into  any  assigned  pairings  or  groupings

Page 80: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Float

One  teach/one  float— a  good  model  to  use  during  lessons  where  one  teacher  is  demonstrating  something  that  students  need  to  imitate.  (i.e.  if  a  teacher  is  showing  learners  how  to  create  land  forms  with  modeling  clay,  the  second  teacher  can  be  floating  from  desk  to  desk  to  give  support  and  feedback  on  the  sculptures)

Helpful  for:• getting  students  started  on  independent  work  or  group  work  • helping  students  assemble  into  any  assigned  pairings  or  groupings• ensuring  that  students  are  following  along  with  a  demonstration,  model  or  example

Page 81: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Make  Multisensory

One  Teach/One  Make  Multisensory— teachers  focus  on  how  to  build  in  creative  approaches,  by  using  two  adults  to  integrate  each  lesson  with  multiple  strategies  and  tools  to  reach  all  learners  (i.e.  dramatic  reenactments,  costumes  and  props,  audio  cues  or  music,  visuals,  presentation  software  and  new  apps  and  websites)

Page 82: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Make  Multisensory

One  Teach/One  Make  Multisensory— teachers  focus  on  how  to  build  in  creative  approaches,  by  using  two  adults  to  integrate  each  lesson  with  multiple  strategies  and  tools  to  reach  all  learners  (i.e.  dramatic  reenactments,  costumes  and  props,  audio  cues  or  music,  visuals,  presentation  software  and  new  apps  and  websites)

Best  for:

Page 83: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Make  Multisensory

One  Teach/One  Make  Multisensory— teachers  focus  on  how  to  build  in  creative  approaches,  by  using  two  adults  to  integrate  each  lesson  with  multiple  strategies  and  tools  to  reach  all  learners  (i.e.  dramatic  reenactments,  costumes  and  props,  audio  cues  or  music,  visuals,  presentation  software  and  new  apps  and  websites)

Best  for:• offering  more  than  one  mode  of  output  during  a  lesson  (e.g.,  auditory  and  visual)  

Page 84: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Make  Multisensory

One  Teach/One  Make  Multisensory— teachers  focus  on  how  to  build  in  creative  approaches,  by  using  two  adults  to  integrate  each  lesson  with  multiple  strategies  and  tools  to  reach  all  learners  (i.e.  dramatic  reenactments,  costumes  and  props,  audio  cues  or  music,  visuals,  presentation  software  and  new  apps  and  websites)

Best  for:• offering  more  than  one  mode  of  output  during  a  lesson  (e.g.,  auditory  and  visual)  • adding  interest,  humor  or  a  bit  of  drama  to  a  lesson  

Page 85: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Make  Multisensory

One  Teach/One  Make  Multisensory— teachers  focus  on  how  to  build  in  creative  approaches,  by  using  two  adults  to  integrate  each  lesson  with  multiple  strategies  and  tools  to  reach  all  learners  (i.e.  dramatic  reenactments,  costumes  and  props,  audio  cues  or  music,  visuals,  presentation  software  and  new  apps  and  websites)

Best  for:• offering  more  than  one  mode  of  output  during  a  lesson  (e.g.,  auditory  and  visual)  • adding  interest,  humor  or  a  bit  of  drama  to  a  lesson  • showing  a  new  tech  tool  

Page 86: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

One  Teach/One  Make  Multisensory

One  Teach/One  Make  Multisensory— teachers  focus  on  how  to  build  in  creative  approaches,  by  using  two  adults  to  integrate  each  lesson  with  multiple  strategies  and  tools  to  reach  all  learners  (i.e.  dramatic  reenactments,  costumes  and  props,  audio  cues  or  music,  visuals,  presentation  software  and  new  apps  and  websites)

Best  for:• offering  more  than  one  mode  of  output  during  a  lesson  (e.g.,  auditory  and  visual)  • adding  interest,  humor  or  a  bit  of  drama  to  a  lesson  • showing  a  new  tech  tool  • engaging  in  a  demonstration  

Page 87: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Parallel

Parallel— involves  splitting  the  class  into  two  sections  and  each  teacher  can….  

Page 88: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Parallel

Parallel— involves  splitting  the  class  into  two  sections  and  each  teacher  can….  

• Teach  the  exact  same  content;

Page 89: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Parallel

Parallel— involves  splitting  the  class  into  two  sections  and  each  teacher  can….  

• Teach  the  exact  same  content;• Introduce  two  different  activities,  concepts  or  ideas  and  then  swap  

sections  (or,  don’t  switch  and  let  students  return  to  the  larger  group  and  share  new  content  with  peers);

Page 90: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Parallel

Parallel— involves  splitting  the  class  into  two  sections  and  each  teacher  can….  

• Teach  the  exact  same  content;• Introduce  two  different  activities,  concepts  or  ideas  and  then  swap  

sections  (or,  don’t  switch  and  let  students  return  to  the  larger  group  and  share  new  content  with  peers);

• Teach  two  groups  based  on  interests  and  conduct  a  series  of  mini-­‐lessons  on  this  information

Page 91: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Station

Station— teachers  divide  instructional  content  into  two,  three,  or  more  segments  and  present  the  content  at  separate  locations  within  the  classroom.    They  can  be  activity-­‐based  or  even  teacher-­‐led.  

Page 92: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Station

Station— teachers  divide  instructional  content  into  two,  three,  or  more  segments  and  present  the  content  at  separate  locations  within  the  classroom.    They  can  be  activity-­‐based  or  even  teacher-­‐led.  Key  steps  to  planning  stations:

•Will  you  provide  opportunities  for  practice,  discussion,  problem  solving,  review  of  new  material,  partner  reading,  product  creation  or  tech  tool  exploration?  

Page 93: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Station

Station— teachers  divide  instructional  content  into  two,  three,  or  more  segments  and  present  the  content  at  separate  locations  within  the  classroom.    They  can  be  activity-­‐based  or  even  teacher-­‐led.  Key  steps  to  planning  stations:

•Will  you  provide  opportunities  for  practice,  discussion,  problem  solving,  review  of  new  material,  partner  reading,  product  creation  or  tech  tool  exploration?  • How  many  stations  will  you  need?

Page 94: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Station

Station— teachers  divide  instructional  content  into  two,  three,  or  more  segments  and  present  the  content  at  separate  locations  within  the  classroom.    They  can  be  activity-­‐based  or  even  teacher-­‐led.  Key  steps  to  planning  stations:

•Will  you  provide  opportunities  for  practice,  discussion,  problem  solving,  review  of  new  material,  partner  reading,  product  creation  or  tech  tool  exploration?  • How  many  stations  will  you  need?• How  you  will  direct  the  flow  of  your  stations?  (i.e.  student  choice,  advance  only  when  task  is  completing,  rotating  stations)  

Page 95: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

New  book  on  its  way!

www.cotaughtclassroom.com

Page 96: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Concept  4  –Support  ALL  Academic  Levels  

Page 97: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Differentiating  Instruction  

“At  its  most  basic  level,  differentiation  means  shaking  up  what  goes  on  in  the  classroom  so  that  students  have  multiple  options  for  taking  in  information,  making  sense  of  ideas,  and  expressing  what  they  learn. In  other  words  the  differentiated  classroom  provides  different  avenues  to  acquiring  content,  processing  or  making  sense  of  ideas,  and  developing  products.”  

Carol  Ann  Tomlinson

Page 98: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Differentiation  Strategies

§ Think-Tac-Toe

Page 99: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Differentiation  Strategies

§ Think-Tac-Toe

§ Dinner Menus

Page 100: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Differentiation  Strategies

§ Think-Tac-Toe

§ Dinner Menus

§ Interest centers

Page 101: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Differentiation  Strategies

§ Think-Tac-Toe

§ Dinner Menus

§ Interest centers

§ Cubing

Page 102: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Differentiation  Strategies

§ Think-Tac-Toe

§ Dinner Menus

§ Interest centers

§ Cubing

§ Differentiation Tools, Modifications, and Adaptations

Page 103: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

Page 104: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

Page 105: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

2. Post-it notes

Page 106: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

2. Post-it notes

Page 107: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

2. Post-it notes

3. Book stands

Page 108: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

2. Post-it notes

3. Book stands

Page 109: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

2. Post-it notes

3. Book stands

4. Page ups

Page 110: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

2. Post-it notes

3. Book stands

4. Page ups

Page 111: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

2. Post-it notes

3. Book stands

4. Page ups

5. Reading strips

Page 112: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

2. Post-it notes

3. Book stands

4. Page ups

5. Reading strips

Page 113: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

2. Post-it notes

3. Book stands

4. Page ups

5. Reading strips

6. Highlighter tape

Page 114: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

2. Post-it notes

3. Book stands

4. Page ups

5. Reading strips

6. Highlighter tape

Page 115: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

2. Post-it notes

3. Book stands

4. Page ups

5. Reading strips

6. Highlighter tape

7. Fidgets

Page 116: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Top  7  Support  Tools  to  Have  at  All  Times  

1. Dry erase board

2. Post-it notes

3. Book stands

4. Page ups

5. Reading strips

6. Highlighter tape

7. Fidgets

Page 117: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

§ Pen or marker

§ With friends or alone

§ Materials (agenda, word window, size of paper, timer)

§ Support (peer, adult etc.)

Provide  Choice

Page 118: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Classroom  and  Student  Specific  Supports

q Body Positioning or Working Ways

q Giving Directions

Page 119: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Body  Positioning

Working Ways Menu:

Page 120: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Body  Positioning

Working Ways Menu:

• Music Stands

Page 121: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Body  Positioning

Working Ways Menu:

• Music Stands

Page 122: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Body  Positioning

Working Ways Menu:

• Music Stands• Graffiti Style

Page 123: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Body  Positioning

Working Ways Menu:

• Music Stands• Graffiti Style

Page 124: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Body  Positioning

Working Ways Menu:

• Music Stands• Graffiti Style• Michelangelo

Page 125: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Body  Positioning

Working Ways Menu:

• Music Stands• Graffiti Style• Michelangelo• Clipboards

Page 126: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Body  Positioning

Working Ways Menu:

• Music Stands• Graffiti Style• Michelangelo• Clipboards

Page 127: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Body  Positioning

Working Ways Menu:

• Music Stands• Graffiti Style• Michelangelo• Clipboards • Working Nooks

Page 128: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Giving  Directions

q Recordable Card

Page 129: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Giving  Directions

q Recordable Card

Page 130: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Giving  Directions

q Recordable Card

q Key chain recorder

Page 131: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Giving  Directions

q Recordable Card

q Key chain recorder

Page 132: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Giving  Directions

q Recordable Card

q Key chain recorder

q PowerPoint Audio Feature

Page 133: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Giving  Directions

q Recordable Card

q Key chain recorder

q PowerPoint Audio Feature

Page 134: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Giving  Directions

q Recordable Card

q Key chain recorder

q PowerPoint Audio Feature

q iPod

Page 135: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Giving  Directions

q Recordable Card

q Key chain recorder

q PowerPoint Audio Feature

q iPod

Page 136: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Giving  Directions

q Recordable Card

q Key chain recorder

q PowerPoint Audio Feature

q iPod

q Voki

Page 137: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Giving  Directions

q Recordable Card

q Key chain recorder

q PowerPoint Audio Feature

q iPod

q Voki

Page 138: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Giving  Directions

q Recordable Card

q Key chain recorder

q PowerPoint Audio Feature

q iPod

q Voki

q AT button

Page 139: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Giving  Directions

q Recordable Card

q Key chain recorder

q PowerPoint Audio Feature

q iPod

q Voki

q AT button

Page 140: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Total  Participation…  Try  it!

ì Think-Pair-Share

ì Quick-Writes

ì Quick- Draws

ì Blackboard Splash

Page 141: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Re spon s e  C a r d s

Multiple  Choice

Page 142: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Re spon s e  C a r d s

Mean Median Mode

Multiple  Choice

Page 143: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Re spon s e  C a r d s

Mean Median Mode

Multiple  Choice

True False

True  with  the  following  conditions

Need  more  information

Page 144: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Re spon s e  C a r d s

Mean Median Mode

A B C D

Multiple  Choice

True False

True  with  the  following  conditions

Need  more  information

Page 145: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

MORE  WAYS  TO  MAKE  IT  FUN!  

Page 146: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì Hook  ‘emì Dress  up  like  Marco  Poloì Hang  a  gallery  exhibit  to  highlight   the  complex  Amazon  ecosystem

MORE  WAYS  TO  MAKE  IT  FUN!  

Page 147: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì Hook  ‘emì Dress  up  like  Marco  Poloì Hang  a  gallery  exhibit  to  highlight   the  complex  Amazon  ecosystem

MORE  WAYS  TO  MAKE  IT  FUN!  

Page 148: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì Hook  ‘emì Dress  up  like  Marco  Poloì Hang  a  gallery  exhibit  to  highlight   the  complex  Amazon  ecosystem

ì Keep  ‘em movingì Spelling  aerobics,  talk  walks,  jump  out  the  answer/  sign  the  answerì 1-­‐minute  dance  parties  

MORE  WAYS  TO  MAKE  IT  FUN!  

Page 149: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì Hook  ‘emì Dress  up  like  Marco  Poloì Hang  a  gallery  exhibit  to  highlight   the  complex  Amazon  ecosystem

ì Keep  ‘em movingì Spelling  aerobics,  talk  walks,  jump  out  the  answer/  sign  the  answerì 1-­‐minute  dance  parties  

MORE  WAYS  TO  MAKE  IT  FUN!  

Page 150: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì Hook  ‘emì Dress  up  like  Marco  Poloì Hang  a  gallery  exhibit  to  highlight   the  complex  Amazon  ecosystem

ì Keep  ‘em movingì Spelling  aerobics,  talk  walks,  jump  out  the  answer/  sign  the  answerì 1-­‐minute  dance  parties  

ì Highlight  Strengths  ì Write  &  direct  a  play  for   the  theatrical  studentì Resident  expert  on  fractions  

MORE  WAYS  TO  MAKE  IT  FUN!  

Page 151: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì Hook  ‘emì Dress  up  like  Marco  Poloì Hang  a  gallery  exhibit  to  highlight   the  complex  Amazon  ecosystem

ì Keep  ‘em movingì Spelling  aerobics,  talk  walks,  jump  out  the  answer/  sign  the  answerì 1-­‐minute  dance  parties  

ì Highlight  Strengths  ì Write  &  direct  a  play  for   the  theatrical  studentì Resident  expert  on  fractions  

MORE  WAYS  TO  MAKE  IT  FUN!  

Page 152: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì Hook  ‘emì Dress  up  like  Marco  Poloì Hang  a  gallery  exhibit  to  highlight   the  complex  Amazon  ecosystem

ì Keep  ‘em movingì Spelling  aerobics,  talk  walks,  jump  out  the  answer/  sign  the  answerì 1-­‐minute  dance  parties  

ì Highlight  Strengths  ì Write  &  direct  a  play  for   the  theatrical  studentì Resident  expert  on  fractions  

ì Shake  up  the  Structureì Stations,  collaborative  workì Jigsaw  content  &  have  the  students   teach!

MORE  WAYS  TO  MAKE  IT  FUN!  

Page 153: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì Hook  ‘emì Dress  up  like  Marco  Poloì Hang  a  gallery  exhibit  to  highlight   the  complex  Amazon  ecosystem

ì Keep  ‘em movingì Spelling  aerobics,  talk  walks,  jump  out  the  answer/  sign  the  answerì 1-­‐minute  dance  parties  

ì Highlight  Strengths  ì Write  &  direct  a  play  for   the  theatrical  studentì Resident  expert  on  fractions  

ì Shake  up  the  Structureì Stations,  collaborative  workì Jigsaw  content  &  have  the  students   teach!

MORE  WAYS  TO  MAKE  IT  FUN!  

Page 154: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì Hook  ‘emì Dress  up  like  Marco  Poloì Hang  a  gallery  exhibit  to  highlight   the  complex  Amazon  ecosystem

ì Keep  ‘em movingì Spelling  aerobics,  talk  walks,  jump  out  the  answer/  sign  the  answerì 1-­‐minute  dance  parties  

ì Highlight  Strengths  ì Write  &  direct  a  play  for   the  theatrical  studentì Resident  expert  on  fractions  

ì Shake  up  the  Structureì Stations,  collaborative  workì Jigsaw  content  &  have  the  students   teach!

ì Closures  ì Whip  around,  5  Fingers,   ticket  out  the  doors!

MORE  WAYS  TO  MAKE  IT  FUN!  

Page 155: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì Hook  ‘emì Dress  up  like  Marco  Poloì Hang  a  gallery  exhibit  to  highlight   the  complex  Amazon  ecosystem

ì Keep  ‘em movingì Spelling  aerobics,  talk  walks,  jump  out  the  answer/  sign  the  answerì 1-­‐minute  dance  parties  

ì Highlight  Strengths  ì Write  &  direct  a  play  for   the  theatrical  studentì Resident  expert  on  fractions  

ì Shake  up  the  Structureì Stations,  collaborative  workì Jigsaw  content  &  have  the  students   teach!

ì Closures  ì Whip  around,  5  Fingers,   ticket  out  the  doors!

MORE  WAYS  TO  MAKE  IT  FUN!  

Page 156: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

The  FUN  Theory

Page 157: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Concept  5 – Provide  Humanistic  Behavior  Supports

Page 158: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì All  behavior   is  a  message  to  be  decoded

ì Negative  behavior  is  on  the  continuum  of  all  human  behavior

Challenging  Behavior  

Page 159: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì Change  the  reinforcement

ì Impose  a  consequenceì Not  rewardingì Punishingì Ignoringì Forcing  the  student  to  behave

Typical  Responses  to  Behavior  

Page 160: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Function  of  Behavior

ì Universal  Desiresì Autonomyì Relationshipsì Interdependenceì Safety  and  Trustì Self-­‐Esteem  and  Belongingì Self-­‐Regulationì Accomplishmentì Communicationì Pleasure  and  Joy

Page 161: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

What  the  behavior  may  be  communicating..

ì Attention

ì Escape/Avoidance

ì Control

ì Revenge

ì Self-­Regulation

ì Play/Entertainment

ì Other  (I  don’t  understand,  I  am  bored…)

Page 162: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

We  just  might  be  asking  the  wrong  questions…

ì How  can  we  get  him  to  behave  and  to  complete  work?

ì How  can  we  get  him  to  respect  others?

ì What  consequences  might  be  effective  in  changes   in  her  behavior?

ì What  reinforcement  might  be  effective  in  changing  her  behavior?

Page 163: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

ì What  is  she  trying  to  communicate  with  her  behavior?

ì Does  she  feel  comfortable,  safe,  valued,  empowered?

ì Is  the  curriculum  challenging,  motivating,  interesting?

ì How  can  we  help  him  connect  to  others?

ì How  can  this  student  experience   joy  in  school?

New  questions  …

Page 164: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

If  you  know  how  students  misbehave,  you  know  how  they  are  smart.

If  you  know  how  they  are  smart,  you  know  what  they  need  MORE  of.  

What  do  they  need!  

Page 165: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Connections

ì What  connections  can  you  make  to  multiple  intelligences?  

Page 166: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

5Concepts— a  Review  

Page 167: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

5Concepts— a  Review  

Page 168: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

5Concepts— a  Review  

ì Concept  1  – Get  Clear  on  Inclusion

Page 169: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

5Concepts— a  Review  

ì Concept  1  – Get  Clear  on  Inclusion

ì Concept  2  — Keep  Students  IN

Page 170: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

5Concepts— a  Review  

ì Concept  1  – Get  Clear  on  Inclusion

ì Concept  2  — Keep  Students  IN

ì Concept  3— Collaborate  in  New  Ways

Page 171: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

5Concepts— a  Review  

ì Concept  1  – Get  Clear  on  Inclusion

ì Concept  2  — Keep  Students  IN

ì Concept  3— Collaborate  in  New  Ways

ì Concept  4— Support  All  Academic  Levels  

Page 172: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

5Concepts— a  Review  

ì Concept  1  – Get  Clear  on  Inclusion

ì Concept  2  — Keep  Students  IN

ì Concept  3— Collaborate  in  New  Ways

ì Concept  4— Support  All  Academic  Levels  

ì Concept  5  — Provide  Humanistic  Behavioral  Supports

Page 173: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Resources

ì www.inclusiveschooling.com-­‐put  your  email  in  and  get  great  resources!

ì Also– books  and  free  articles  there.  

ì Online  Event:  21  Days  to  Happier  &  More  Engaged  Learners!  

Page 174: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Closing- Five Fingers

Page 175: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

I  wish  you  the  BEST  on  your  journey  to  create  inclusive  classrooms  for  ALL  students!  

Page 176: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Question  &  Answer  Session

Save 20% atwww.brookespublishing.com*

Use code EDWEBJCExpires 5/13/16

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Page 177: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Question  &  Answer  Session

Register  Now  atwww.inclusiveschooling.com/courses/21-­day-­happy-­educators

Join  Dr.  Julie  Causton,  Dr.  Kristie  Pretti-­Frontczak  and  Kate  MacLeod,  for  this  21-­day  experience   and  receive  practical  strategies,   resources,   and  a  lot  of  

love  to  help  you  infuse  new  creative  energy  into  your  teaching!

Opening  Day  is  April  15th!  

Page 178: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

If  you  logged  in  live  with  your  email  address,  your  certificate  will  be  emailed  to  you  within  24  hours.

If  you  joined  live  by  phone,  take  the  CE  quiz.If  you’re  watching  the  recording,  take  the  CE  quiz.

To  take  the  CE  QuizJoin  the  community:

www.edweb.net/inclusiveeducationYou’ll  find  a  CE  Quiz  in  the  Webinar  Archives  folder  

in  the  Community  Toolbox.

To  Get  YourCE  Certificate

Thanks for Attending This Webinar! Presented by edWeb.net

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Page 179: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

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Page 180: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

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Page 181: Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Join  the  free  community!Teaching  All  Students:  Practical  Strategies  for  

Inclusive  Classrooms

ü Invitations  to  upcoming  webinars

ü Webinar  recordings  and  resources

ü CE  quizzes

ü Online  discussions

Use  this  link  to  join  the  community:www.edweb.net/inclusiveeducation

You’ll  receive  the  following  benefits: