d096_d169 m4_study guide
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Western Governors University *
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Course
D069
Subject
Communications
Date
Apr 3, 2024
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docx
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3
Uploaded by students45637
Module 4: Creating Inclusive Learning Environments for Exceptional Students
Note
: You are encouraged to download the Study Guide to document your responses. If you plan to print the Study Guide and complete it by hand (recommended), expand the tables after you download it to provide more space to enter a complete response.
Learning Objective: The candidate recommends structures and practices aligned to the specific learning needs of exceptional students.
Flexibility Instruction and Mixed-Ability Grouping to Support Students With Exceptionalities:
Describe some characteristics of an effective learning community, such as a differentiated classroom.
a.
Everyone feels welcome and contributes to everyone else feeling welcome
b.
Mutual respect is a non-negotiable.
c.
Students feel safe in the classroom
d.
There is a pervasive expectation of growth
e.
The teacher teaches for success
f.
A new sort of fairness is evident
g.
The teacher and students collaborate for mutual growth and success
h.
The teacher sets the tone
i.
Continually coach students to be contributing members of a group
j.
Plan with flexible grouping in mind
Describe some instructional arrangements that can be used in a differentiated classroom.
List some strategies teachers can use in differentiated classrooms. a.
Group by interests, social, emotional needs
Multitiered Support Strategy Frameworks to Support Special Education/Multitiered Support Strategies to Provide Intervention or Acceleration:
What is the purpose of MTSS?
MTSS
Description/Which
Students
Examples in the classroom
Tier 1
Whole class instruction using evidence-based, general education strategies.
teacher utilizing more visuals or a word wall for a student struggling with language or vocabulary. Another example is
the entire class working in small groups to increase reading comprehension. Finally, it could include the whole class role-playing positive peer communication and conversation.
Tier 2
Small group intervention provided to students in addition to tier 1 support, targeting areas of need.
student joining a small group reading group three days per week for thirty minutes at the back table of the classroom. Another tier two intervention could be a small group of students that meets two times per week for social skill strategies.
Tier 3
The most intensive level of
support provided (in addition to tier 1 instruction). This intervention is geared toward skill growth and hour-long phonics intervention daily with the reading interventionist. It could also be a student that needs 1:1 behavior support through daily behavior modeling instruction, positive behavior supports, and an individualized plan for breaks.
acquisition much more narrowly focused.
1:1 and is meant to be individualized for each specific student
Inclusive Classroom Routines and Schedules:
Describe some instructional interventions to support inclusive education.
a.
Understanding by Design (UbD) is a framework for planning that begins by thinking about the desired end goals of instruction in terms of the big conceptual ideas and essential questions in the curriculum that students need to know
b.
Universal Design for Learning, (UDL) in planning, instruction and assessment is a proactive approach that addresses (a) multiple means for engaging student interest, motivation and investment in what is to be learned, (b) multiple means of representing the content to be learned, and (c) multiple means of student action and expression of what they know and are learning
c.
Differentiated instruction is a set of beliefs about the classroom that recognizes the individualized needs of learners and encourages educators to react to individual needs and develop approaches to teaching that will positively impact student learning
List some strategies that can help students stay on task. a.
Give clear directions
b.
Checklist as visual cue
c.
Timer to motivate
d.
Ask students what works for them
Diminishing Challenging Behaviors Through Productivity:
Challenging Behavior
Positive Behavioral Interventions
School-Wise Positive Behavioral Support Systems:
Explain the difference between PBIS and traditional discipline. a.
positive behavioral interventions and supports
b.
teach students positive behavior strategies
c.
traditional discipline, teachers often correct behavior through punishment
List the four components of effective feedback.
a.
Goal directed
b.
Constructive
c.
Immediate
d.
Respectful and positive
Key Terms
Effective Learning Community
Differentiated Classroom
MTSS
Tier 1
Tier 2
Tier 3
Positive Behavioral Interventions
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