Posted on December 06, 2013 in Differentiating Instruction, Inclusion
Purposeful puzzles are so named because they are a first and foremost a fun activity but they can also be put into classrooms to serve a specific purpose or teach a particular lesson objective.
Puzzles are an especially helpful support for students who might fidget a lot during class or need to be “doing something” when they are listening or participating in a classroom discussion. For example, a student with Down syndrome was sometimes …
Posted on December 05, 2013 in Differentiating Instruction, Inclusion
Did you have a slam book as a kid? We remember using slam books to share favorite things, classroom crushes, and recommendations for friends.
Our idea is a slight variation of these popular social tools. We are suggesting that teachers create social skill slam books for their students needing advice and guidance from peers on topics such as …
Posted on December 04, 2013 in Differentiating Instruction, Inclusion
My co-author, Sheila, suggested adding these after she began seeing them in classrooms a few years ago. She first saw them used to teach geography (city/state/country/continent), but eventually we both saw them used to teach many different concepts.
So what is a “stackable”? Essentially they are manipulatives that can be used to teach relationships between ideas, concepts, or things. They are designed to teach …
Posted on December 03, 2013 in Differentiating Instruction, Inclusion
Rubrics have, in general, made it easier for students to become clearer about exactly what they need to do and know to achieve a particular score or grade. Some learners, however, may still be confused by the descriptions featured on a rubric especially if they are struggling readers, just learning English, or just comprehend …
Posted on December 02, 2013 in Differentiating Instruction, Inclusion
To encourage participation in daily lessons, some of your students may benefit from quick and easy supplements to their primary communication systems. Quick quip key chains are not enough to meet all or even most of a student’s communication needs, but they can work well in environments where students do not have easy access to their other systems (e.g., school bus) or in situations where just a few messages will do