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National Boards-EC
Set 5- Planning and the Learning Enviornment
| Term | Definition |
|---|---|
| Differentiated Instruction | Teacher provides instruction that targets the needs of individual students- includes small group work, reciprocal learning and continous assessment |
| Differentiated Content | Teachers provide access to a variety of resources to encourage student choice over what and how they learn |
| Differentiated Learning Environments | Tailoring the physical and emotional classroom space, routines and resources to meet individual student needs. |
| Small Group Work | This type of instruction allows for individual learning styles and needs to be met in a small setting. |
| Reciprocal Learning | This type of instruction allows the student to take role as the teacher, instructing the class by sharing knowledge with peers. |
| Continual Assessment | This allows the teacher to see if differentiated instruction is effective or need to be changed. |
| Instruction for non-verbal students | Instruction must include visuals to represent actions or words. |
| One Teach/One Support Teaching Model | In this teaching model, one teacher delivers instruction and one teacher supports needs of the students. |
| Parallel Teaching Model | In this teaching model, the class is split into two groups with one instructor teaching each group. |
| Alternative Teaching Model | In this teaching model, one teacher teaches a large group and another teacher provides instruction to a small group |
| Station Teaching Model | In this teaching method, students are split into groups and rotate through stations, while both teachers provide support, |
| Team-Teaching Model | In this method, there is collaborative planning, instruction, facilitation of discussion and student discipline. |
| Remedial Approach of Instruction | focuses on repetition and reinforcement of skills, |
| Compensatory Approach of Instruction | focuses on building on student strengths and working around weaknesses. |
| Bloom's Taxonomy | Framework that categorizes learning into six hierarchial levels of cognitive skills. |
| Hierarchial skills in Bloom's Taxonomy (lowest to highest) | remembering, comprehending, application, analyzing, evaluating, creating |
| Concept Maps | Visual organizers that help students with understanding and comprehend new information. |
| Culturally Responsive Teaching (CRT) | A teaching method that involves implementing instruction in a variety of culturally diverse methods in order to target all students. |
| Voice Recognition and Communication Software | Allows student to speak commands into microphone instead of using the keyboard. |
| Assistive Technology | Devices or tools that allow students with disabilities equal access to the curriclum by accommodating individual needs. |
| Examples of Assistive Technology | Noise cancelling headphones, FM systems, audio- recorders, text to speech software, pencil grips |
| Visual Representation Systems | Photos, objects, written words that provide concrete representations of words for students with autism. |
| Statements of transition | A mandate by IDEA that states at age 16, and every year thereafter, a transition plan must be included in the IEP |
| Vocational and Eductional Courses (CTE) | Academic course alternatives, which prepare students for vocational trades or jobs. |
| Post Secondary Enrollment Options (PSEO) | An opportunity where students can participate in college courses, earning both high school and college credits. |
| Career Assessments | These assessments should be worked into transitional goals and conducted frequently to assess changes in student interests. |
| Components of a Transition Plan | post -secondary goals and transition services |
| Transition Goals | Vocational training, post-secondary education, employment and independent living are the 4 goal areas of |
| Results oriented and measurable | Transition Goals must be |
| Transition Services | Determined once Transition Goals are established. This includes types of instruction the student will receive in school, related serices, community experiences, career or college counseling and help with adaptive behavior skills. |
| Factors that influence Transition to Post-Secondary Life | Students, parents, legal guardians, teachers, school professionals, community members are key factors that influence |
| SMART Goals and Objectives should be | Specific, Measureable, Attainable, Relevant and Time-based. |
| Curriculum Modifications | This allows students with disabilities to learn a curriculum different from their general ed peers |
| Assignment Modifications | This type of modification could be completing fewer problems ,creating alermate assignments writing shorter papers, |
| Least Restrictive Environment (LRE) | Per IDEA, students should be placed in the general education setting to the maximum extent possible or |
| Resource Room | When students with disabilities require intensive modifications to the curriclum they may be placed in a |
| Multidisciplinary Team-Team Teaching Model | This Team-teaching model is composed of special educator, general education teacher, parents, paraprofessionals, principal and school pyschologist. These professionals work along side each other for a common goal. |
| Interdisciplinary Team -Teaching Model | This Team-Teaching model consists of gen. ed teacher (providing curriclum and accommondations) and sped teacher/other professionals in collaboration, ensuring curriculum meets needs of student and accommodations are appropriate. |
| Transdisciplinary Team-Teaching Model | This Team-Teaching model, all professionals working with students collaborate to ensure needs of the student. |
| Cooperative Learning | An interpersonal group learning process where students learn concepts by working together in small groups. |
| Formal Cooperative Learning | In this method, an instructor oversees the learning of instruction and the completion of assignments. |
| Multiple Learning Modalities | Visual, Auditory, Kinesthetic, and Tactile are the four |
| Timing Accommodations | These accommodations allow the student more time to complete assignments or process tasks. |
| Scheduling Accommodations | These accommodations allow the student to take tests/assignments in different orders, different times of day or over chunks of time. |
| Organizational Skills Accommodations | These accommodations allow the student to receive help with time management, marking texts with highlighters, help with daily schedulesor study skills. |
| Universal Design for Learning | A framework for curriculum development that provides multiple means of engagment, representation, action and expression. |
| Self Contained Setting | A smaller specialized environment that provides instruction to students with significant disabilities. |
| Partial Mainstream/Inclusion Setting | In this setting, the student spends part/most of the day in the general education setting and parts of the day in special education setting, where specific deficits are addressed. |
| Accommodations | Changes to the way students learn, not what they learn (curriculum) |
| Speech Generating Devices | voice ouput communication aids- touch screens or eye tracking devices |
| Emotional Regulation Techniques | essential skill that allow students to manage and control emotions, thoughts and behaviors. (deep breathing, mindfulness, positive self-talk) |
| Social Skills | behaviors, attitudes and communication skills that enable individiuals to interact effectively with others. (social skills, role play) |
| Ways to modifiy curriculum content | chunking assignments, clear concise instructions, visuals, real world examples, variety of teaching methods, hands-on activitiies, providing opportunities to practice skills, frequent check for understanding |
Created by:
kchedden