Have students write a collaborative poem or story using Twitter, IM, Edmodo or Facebook. This way, authors can contribute one word, one line, or several paragraphs.

This website is dedicated to promoting inclusive schooling and exploring positive ways of supporting students with autism and other disabilities. Most of my work involves collaborating with schools to create environments, lessons, and experiences that are inclusive, respectful, and accessible for all learners.

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Day 5: Social skill slam book

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.

Social Slam

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 making friends and dealing with stress. Because so many of the students we support are visual, we have also changed our format to include pictures of classmates instead of just their secrets and words of advice.

To create a slam book, decide on the social skills you want to target and develop simple questions based on these skills. Sample questions include:

  • What are some topics you like to discuss with your friends?
  • How do you start a conversation with someone new?
  • How do you deal with anxiety?
  • How do you cope with a low grade?

Then, ask your student with social challenges to choose a few peers he or she respects and would like to use as advisors.

On the first page of your book “introduce” the advisors by writing a few sentences about each and putting a photo there of the group. On each page thereafter, write one question on the left side of the book and 3-4 answers on the right side. Include a photo of each respondent by his or her answer.

Give this book to the student to study proactively or bring it out during confusing or frustrating moments. Add new pages as challenges emerge.

Consider adding the student’s own voice to the book in spots. In other words, let the book serve as a tool for positive self-talk

For more differentiation ideas for K-12 classrooms, check out From Text Maps to Memory Caps [Paul Brookes Publishing].

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