Overview
0 Classrooms with varied populations are a collective
challenge all educators share.
0 In this presentation we will focus on simple changes that
can be made to existing curriculums to enhance the
accessibility of content to all types of learners.
0 We will present three examples of stereotypical students
and appropriate modifications that are quick and simple
to use.
The Chronically Disorganized
Student
0 Locker, backpack, and desk are disaster zones.
0 Forgets materials for class.
0 Loses materials for class.
0 Chronically late.
0 Always in a state of searching for what they need
0 Also known as “Tommy Boy”
Organizing Spaces
0 Use a visual mediator
0 Students “match” the picture.
0 Chunk materials together
according to schedule and
locker breaks.
Backpack is
open at the
bottom of
locker
Schedule is
posted in
“chunks”
Visual Mediator for a Science Lab
Students “match the picture”
Material Management
0 Color Coding by subject
0 Use of binder system
For certain students
post visual mediator
on subject divider
Time Management
0 Post classroom routines
Transition- 5 min
Take out your homework
Take out your textbook
Get your pencil ready
Get ready for a fun class
Agenda- 30 min
Check and Turn in HW
Review
Class Assignment
Homework- 7 min
Read Ch. 7
Answer Chapter Review Questions
Transition- 3 min
Put Materials away
Gather belongings and stand quietly by the door
Time Management
0 Use
Smartboard
clock
0 Assign
amount of
time for
each task
0 Provide
prompts
Time Management
0 Create time markers
The Chronically Unprepared
Student
0 Never turns in homework
0 Forgets to study for quizzes and tests.
0 Projects are late or incomplete
0 They are the students that always look surprised and
confused when everyone else is on task.
0 Also known as “Lane Meyer”
Turning in Homework
Homework posted
on its own board
0 Zones of a Classroom
0 Students need to know
that there is a place for
everything .
0 The places need to be
labeled.
0 Stay consistent with
routines.
Color-Code
and Label
Studying for tests and
quizzes
0 Tell students what specifically to study and an agenda of
what to study:
0 Study checklists
0 Gradually shift responsibility to student:
0 Study tables
Study Checklist
Monday


Play matching/memory game with my flash cards. (5 mins)
Study Zeus – Hades on my Greek Gods and Goddesses chart.
Make up a silly story to help associate the god with his/her
symbol. (5 mins)
Teach mom/dad/brother/sister about Hesiod. (5 mins)
Parent initial:
Play matching/memory game with my flash cards. (5 mins)
Study Aphrodite – Dionysus on my Greek Gods and Goddesses
chart. Make up a silly story to help associate the god with his/her
symbol. (5 mins)
Teach mom/dad/brother/sister about Zeus. (5 mins)
Parent initial:
Play matching/memory game with my flash cards. (5 mins)
Study Ares – Athena on my Greek Gods and Goddesses chart.
Make up a silly story to help associate the god with his/her
symbol. (5 mins)
Teach mom/dad/brother/sister about Athena/Theseus. (5 mins)
Parent initial:
Parent initial:

Play matching/memory game with my flash cards. (5 mins)
Study my Greek Gods and Goddesses chart. Briefly review my
silly stories. (5 mins)
Review entire Let’s Talk Myths sheet and your brochure. (10 mins)


During homeroom play matching/game with a classmate
Review movie worksheet and brochure

Tuesday



Wednesday



Thursday
Friday


Study Table
0 Student created tables
Know
•
•
Sort of Know
•
•
No Idea
•
•
Long Term Projects
0Break down into manageable parts
0 Project Pie
0 Long Term Project Chart
Book Report Project Pie
Fancy
Factor
5%
Book Cover 15%
Picture of Favorite
Scene 5%
Write Summary
30%
Read Book
45%
Long Term Project Chart
The “I don’t Know…” Student
0 Doesn’t know how to get started/procrastinates
0 Perseverates on a portion of an assignment
0 The student who needs a helicopter teacher
0 Also known as Brick Heck
Initiation
0 Encourage Self Talk
0 In this amount of time what can you reasonably expect to
get done?
0 Agenda with clear expectations- they need to know
where to be at a certain point
0 Halftime Checks-What should be completed at this
point? What does a good stop point look like?
0 Use clock to prioritize time
Prioritize Time
Shade time in for
setting up
How to “unstick” them when
they’re stuck.
0 Use “If…Then…” statements
0 Ask “If it was working the way you wanted, what would
it look like?”
0 Encourage Future Picture thinking
Pacing
0 Discuss how pacing should change according to the task.
0 Discuss APM (Actions Per Minute)
Time chart
0 Pencil sharpening-Cheetah Time
0 Reading silently-Turtle Time
TurtleTake
Your
Time!
Sloth-Just
Hanging
Out…
Frog- Hop
to It!
2 actions
per
minute
Horse
Pace4 actions
per
minute
Cheetah
PaceMany
Actions in
one
minute!
The Secret…
0“Same, but different!”
Resources
0 Better Off Dead. Dir. Steve Holland. Warner Brothers, 1985.
0
0
0
0
Film.
“The Interview.” The Middle. ABC. WSB-TV, Atlanta, 21 July
2010. Television.
Newhall, Patricia W. Study Skills: Research-Based Teaching
Strategies. Prides Crossing: Landmark School Incorporated,
2008. Print.
Tommy Boy. Dir. Peter Segal. Paramount, 1995. Film.
Ward, Sarah. “Executive Function Skills: Principles in
Education.” Landmark School Summer Outreach. Prides
Crossing, MA. 6 July 2010. Lecture.