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Lizette F. Knight
July 18, 2014
Strategies for Special
Education
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OBJECTIVES The participants should be able to…appraise appropriate strategies in the
classroom to assist individual learning stylesadhere in providing success to all students
with special needs appreciate the significant contributions to
special children. attend to one’s need as teacher.
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HOOK
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GIFTS GIVING
Oldest Participant
Youngest Participant
Birthday (nearest to July 18)
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Teaching Children with Special Needs
Jesus, the Master Teacher had a way of making everyone feel they belonged.
Jesus serves as our model for inclusion, the belief that all children-gifted, at-risk, physically, emotionally, and profoundly handicapped-are to be included in the group and have their needs appropriately met.
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Mentally Delayed Children
The teacher can:
Speak more slowly with pauses.Use repetitionGive directions one at a timeAllow a predictable environmentRender multisensory tasks
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Intellectually Gifted Children
The teacher can:
Allow honest expression of emotionBe flexible, extra time for projectsCater to activities for creativityDevelop their interestEncourage brain storming of ideas
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Children who lack self-control
The teacher can:Patiently teach and carePermit a higher level of activity Prevent over-stimulation Provide quiet placesPractice as model problem solvingPay attention to good behavior
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Children with Physical Disabilities
The teacher can:Ask parents to teach the signs they useBe sure that light sources are helpfulCheck the sound level Develop a simpler expressions
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Classroom Environment
Eliminate distractionsNotice variables and use them Value frequent breaksInclude extra supplies Reduce stress in the classroomOrganize by the use a checklist Nurture a conducive environment
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Minimize the amount of work
Allow extra time for work completion
Note short work periods with breaks
Announce several reminders
Give extra time to complete works
Endow with a specific place for works
Time Management and Transitions
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Assessment and GradingTest in varied ways
Exempt student from district wide testing
Supply as much time to complete
Time into small schedules
Implement percentage for passing grade
Note monitored breaks from test
Give retakes of test as needed.
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Presentation of Materials
.
Modify expectations Allow the use of gadget Tap creativity for attention Translate if neededExplain learning expectationsReproduce a model of end productShorten assignments into segments
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MAXIMUM LEARNING TEACHING
habit
heart
hand head
ENABLER
ENCOURAGER
EQUIPPEREDUCATOR
TOOK HOOK
LOOK BOOK
SPACE SPAN
STYLES SEATING
SOUND STAGE
STIMULUS SETTING
SPIRIT AS DIRECTOR OF GODLINESS
SPIRIT AS COUNSELOR
SPIRIT AS EMPOWERER
SPIRIT AS TEACHER
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Teachers can’t provide all the preferred learning-teaching methods of all students, however, teachers can cause learning in the lives of the students.
THE GOAL: BALANCED
LEARNERS
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TEACHER
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The goal of teaching is to get everyone to learn. Teachers can cause learning through creative teaching
Teachers who use only their favorite styles need to get out of their comfort zones to be more versatile.
The GOAL: Creative Teachers
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LEARNER-CENTERED
LESSON PLANNING
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engagement ring
hand towel
White hair
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THE PROCES
S
Lesson Planning for Maximum Learning
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Hold AttentionOverview ObjectiveOrganize Lesson GoalKnot Transition
The Process: Functions of HBLT
The Process: Functions of HBLT
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LESSON PLAN
TOOK
HOOK
LOOKBOOK
Lifes
tyle
Explor
ation
Learner’s attention
Life ApplicationLe
sson
’s ex
posit
ion
RECEPTION READINESS
RESULTS RATIONALIZATION
TRANSFORMATIONAL INSPIRATIONAL
WORKABLE CHALLENGING
TRANSFERRABLE MOTIVATIONAL
PRODUCIBLE INFORMATIONAL
Lesson Planning for Maximum Learning
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Bring InformationOffer ExplanationOrient TransformationKnow Conviction
The Process: Functions of HBLT
The Process: Functions of HBLT
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LESSON PLAN
TOOK
HOOK
LOOKBOOK
Lifes
tyle
Explor
ation
Learner’s attention
Life ApplicationLe
sson
’s ex
posit
ion
RECEPTION READINESS
RESULTS RATIONALIZATION
TRANSFORMATIONAL INSPIRATIONAL
WORKABLE CHALLENGING
TRANSFERRABLE MOTIVATIONAL
PRODUCIBLE INFORMATIONAL
Lesson Planning for Maximum Learning
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Lead to Application Open ImplicationsObserve OptionsKeep the Motivation
The Process: Functions of HBLT
The Process: Functions of HBLT
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LESSON PLAN
TOOK
HOOK
LOOKBOOK
Lifes
tyle
Explor
ation
Learner’s attention
Life ApplicationLe
sson
’s ex
posit
ion
RECEPTION READINESS
RESULTS RATIONALIZATION
TRANSFORMATIONAL INSPIRATIONAL
WORKABLE CHALLENGING
TRANSFERRABLE MOTIVATIONAL
PRODUCESABLE INFORMATIONAL
Lesson Planning for Maximum Learning
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Target ProductionObtain ReactionOutline ActionKindle Obligation
The Process: Functions of HBLT
The Process: Functions of HBLT
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LESSON PLAN
TOOK
HOOK
LOOKBOOK
Lifes
tyle
Explor
ation
Learner’s attention
Life ApplicationLe
sson
’s ex
posit
ion
RECEPTION READINESS
RESULTS RATIONALIZATION
TRANSFORMATIONAL INSPIRATIONAL
WORKABLE CHALLENGING
TRANSFERRABLE MOTIVATIONAL
PRODUCIBLE INFORMATIONAL
Lesson Planning for Maximum Learning
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Teachers need to understand the learning styles of your learners. Enjoy the process and match their learning styles with the creative methods they prefer.
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TOOK: Star Teacher (Joanna Fuchs)
I always love your class;Your teaching helps me see,That to have a happy life,Learning is the key.
You understand your students;You’re sensitive and smart.You’re a skillful teacher;I knew it from the start.
I’m grateful for your wisdomFor the teacher that you are;You’re a very good person,And as a teacher, you’re a star!
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TOOKTO TEACH IS TO TOUCH ANDTO TRANSFORM ALIFE FOREVER
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CREATIVETEACHING
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What is creative teaching?
A2Z, 1-8
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Creative Teaching• Is employing methods
that will cause a learner to desire to learn.
• Is the art of combining one’s knowledge of the lesson and the learner in lesson planning.
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What can creative teaching do?
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Creative Teaching Catalyzes in innovative ProcessRekindles interest to learn and teachExcites teachers and learnersAttracts learner’s readinessTaps resources and methodsInvolves learnersValues variety teaching methodsEnriches the experiences of learner A2Z 9-12
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Why creative teaching?
A2Z , 20-22
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SO EACH ONE MAY LEARN
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Methods for the HOOKOpener questions
Action songs
Feeling questions
Games
Some more - A2Z p 144-146
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Methods for the BOOK Lectures with varied techno- teaching
aids Integrated learning activities like discussions Interactive built- in quiz, mental games and
cognitive boasters in between long lectures. More pa - A2Z p. 146-150
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METHODS FOR THE LOOKAnswer the
question.Diary Entry .Envelope
SurpriseFishbowl
Gallery Walk Index card JeopardyKey IdeasLove Notes
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METHODS FOR THE LOOK Open ended
Questions Pros and Cons Quiz Master Relevant Timeline Students
Create
Unsure So What’s Up?
X ray Pass Zigzag Line A2Z 150-153 for
more
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Methods for the TOOK
Methods used are those that learners can take home - individually or as a group.
An assignment, a research paper, extended reflection writing, and personal practice.
Items for learners to take as a reminder of the lesson learned.
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METHODS FOR THE TOOK
• Accountability. Picture of a friend
• Compassion – Band-Aid, tissue paper, hanky
• Discipleship. Fish pictures or stickers
• Forgiveness – Nail, Eraser ( mistakes” erased)
• Gospel – Witnessing Beads, sandal or toy shoes
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METHODS FOR THE TOOK
Stewardship – Clock, watch, and play money
Unity - Cord or any item to “tie” the unity.
Victory – Helmet, sword (play toy)
Work - Gloves, apron, and hand towels.
Zealousness- coffee or any energizing drinks.
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LOOK: In your opinion, describe a good lesson plan.
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Criteria of Evaluation
The learning objective is clearly stated.
The learning objective is achieved.
The learning readiness (hook) is appropriate.
Activities (book) are effective.
Learning activities (look) are appropriate The conclusion of the session is motivational. (took).
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Teacher Care: PROPER Holistic Wellness
Your health is your greatest wealth. Teaching is hard work. Unless you
acknowledge the need to be mentally dynamic, vocationally committed,
physically fit, emotionally resilient, socially becoming and spiritually growing, you will have a hard time
advancing in the teaching ministry.
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Activate academic assessment: Be evaluated.
Beat boredom: Be creative
Confront mental slothfulness. Go on a sabbatical.
Develop life-long learning desire: Be updated
A. Mental Dynamism: The Challenge for Lifelong Learning
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Expand your income. Manage your finances
Fix your grooming. It counts in your vocation.
Go for goals. Aim for the best
Heighten the job satisfaction. Be passionate in your teaching.
Vocational Vitality: A Goal to Grasp
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Incorporate regular exercise and balanced diet. Be fit and healthy.
Join in some kind of rest and recreation (R&R). Be happy.
Keep track of your weight. Overweight management!
Learn to use your voice properly. Limit laryngitis.
Physical Fitness: A Practice to Persist in Life
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Maintain sound sleeping habits. Enjoy that peaceful rest.
Notice your thoughts for they affect your emotions. Learn to control your thoughts.
Overcome emotional overload with humor. Take care of your heart.
Plan ahead and prepare early. Avoid the stress from rush and hurry.
Quell stress. Manage stress effectively.
Emotional Resilience: An Attribute to Nurture
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Resolve conflict effectively. Be at peace with everyone.
Strengthen interpersonal relationship skills.
Try varied strategies to encourage. Be an encourager.
Understand your learners. Modify your model of teaching.
Social Suitability: A Resolve to Sustain
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Value your time with God: Walk with Him daily. Work in the power of the Holy Spirit: Be filled
with the Holy Spirit.Xerox or copy the Master Teacher: Learn at the
feet of Jesus. Yield to Godly virtues: Be transformed in your
character. Zealously guard your life in Christ: Grow in
Christ-likeness and strive to finish well.
Spiritual Growth: A Call to Christ-Likeness
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Romans 12:2
“Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is – His good, pleasing and perfect will.”
“Metamorpho” - Metamorphosis
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WITH THIS RING, I COMMIT TO BE A
CREATIVE-HOLISTIC STAR TEACHER