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					Examples of Procedures:                                         The 12 Powerful Words         Examples of Materials:
Brainstorming                Metaphor/Analogy/Simile             1 Trace                      White Board
Cooperative learning         Mnemonic Devices                    2 Analyze                    Promethean Board
Create                       Movement                            3 Infer                      Video
Demonstration                Pantomime/Charades                  4 Evaluate                   Charts/maps
Differentiation              Powerpoint presentation             5 Formulate                  Overhead
Discussion                   Problem solving                     6 Describe                   Audio
Drawing/Artwork              Question/Answer                     7 Support                    Website
Experiments                  Reciprocal Teaching                 8 Explain                    Handout
Explanation                  Role play/ Drama                    9 Summarize                  Textbook
Games                        Smart Board                        10 Compare                    Workbook
Humor                        Storytelling                       11 Contrast                   Powerpoint
Inquiry centers              Student presentations              12 Predict                    Teacher's Edition
Journal writing              Technology                                                       Centers
Laboratory                   Thinking Maps
Lecture                      Visuals
Manipulatives                Workstations


Bloom's Revised Taxonomy                                        Bloom's Original Taxonomy
                              Key Words
Higher Order Thinking Skills (HOTS)                             Level                         Key Words
Creating:                     Designing, constructing,          Evaluation: Make judgements   Appraise,conclude, criticize,
                              planning, producing, inventing,   about the value of ideas or   critique, defend,
                              devising, making                  materials                     discriminate, evaluate,
                                                                                              interpret, justify, relate,
                                                                                              support
Evaluating:                Checking, hypothesizing,           Synthesis: Build a structure or   Catagorize, combine,
                           critiquing, experimenting,         pattern from diverse elements.    compile, compose, create,
                           judging, testing, detecting,       Put parts together to form a      devise, design, generate,
                           monitoring                         whole with emphasis on            modify, organize, plan,
                                                              creating a new meaning or         rearrange, reconstruct,
                                                              structure.                        relate, reorganize, revise,
                                                                                                rewrite, tell, write

Analyzing:                 Comparing, organizing,             Analysis: Separate material or    Analyze, break down,
                           deconstructing, attributing,       concepts into component parts     compare, contrast, diagram,
                           outlining, finding, structuring,   so that its organizational        deconstruct, differentiate,
                           integrating                        structure may be understood.      discriminate, distinguish,
                                                                                                illustrate, select, separate


Applying:                  Implementing, carrying out,        Application: Use a concept in a Apply, change, compute,
                           using, executing                   new situation or unprompted construct, demonstrate,
                                                              use of an abstraction.          discover, manipulate,
                                                                                              modify, operate, predict,
                                                                                              prepare, produce, relate,
                                                                                              show, solve, use
Understanding:             Interpreting, summarizing,         Comprehension: Understand Comprehend, convert,
                           inferring, paraphrasing,           the meaning, translation,       defend, distinguish,
                           classifying, comparing,            interpretation, and             estimate, explain, extend,
                           explaining, exemplifying           interpolation of instructions   generalize, give examples,
                                                              and problems.                   infer, interpret, paraphrase,
                                                                                              predict, rewrite, summarize,
                                                                                              translate

Remembering:Lower Order Recognizing, listing, describing, Knowledge: Recall data or             Define, describe, identify,
Thinking Skills (LOTS)  identifying, retrieving, naming, information.                           know, label, list, match,
                        locating, finding                                                       name, outline, recall,
                                                                                                recognize, reproduce,
                                                                                                select, state
Intellegence Areas     Description                                       Cooperative Learning Structures that tap this area:
Verbal - Linguistic       The capacity to use words effectively,          Corners, Four S Brainstorming, Inside/Outside Circle, Match Mine,
                       whether orally (e.g., as a storyteller, orator,    Draw what I say or write, Numbered Heads Together, Stir the Class,
                        or politician) or in writing (e.g., as a poet,    Paraphrase Passport, Pairs Compare, Proactive Prioritizing, Round
                       playwright, editor, or jounalist). The ability      Robin, Round Table, Rotating Review, Rotating Feedback, Send a
                         to manipulate the syntax or structure of         Problem, Team Interview, Telephone, Think-Pair-Share, Three Step
                          language, the phonology or sounds of                         Interview, Timed Pair Share, Who am I?
                       language, and the pragmatic dimensions or
                                practical uses of language.


Logical Mathematical   The capacity to use numbers effectively           Find my Rule, Find the Fib, Line Ups (estimates), Match Mine, Mix-
                       (e.g., as a mathematician, tax accountant, or     Freeze-Group, Mix-n-Match, Pairs Check, Pairs Compare, Proactive
                       statistician) and to reason well (e.g., as a      Prioritizing, Round Robin & Round Table, Send a Problem, Team
                       scientist, computer programmer, or                Statements, Who Am I?
                       logician). Includes sensitivity to logical
                       patterns and relationships, statements and
                       propositions (if-then, cause-effect),
                       functions and other related abstractions.
                       Processes used include categorization,
                       classification, inference, calculation, and
                       hypothesis testing.




Spatial                The ability to perceive the visual-spatial     Agreement Circles, Formations, Line Ups, Match Mine, Same/Different,
                       world accurately (e.g., as a hunter, scout, or Team Word Web
                       guide) and to perform transformation on
                       those perceptions (e.g., as an interior
                       decorator, architect, artist, or inventor).
                       Involves sensitivity to color, line, shape,
                       form, space, and the relationships that exist
                       between these elements. The capacity to
                       visualize, graphically represent visual or
                       spatial ideas, and to orient oneself
                       appropriately.
Bodily Kinesthetic   Expertise in using one's whole body to         Agreement Circles, Formations, Inside/Outside Circle, Line Ups, Match
                     express ideas and feelings (e.g., as an actor, Mine, Mix Freeze Group, Stir the Class, Rotating Review, Who Am I?
                     a mime, an athlete, or a dancer) and facility
                     in using one's hands to produce or
                     transform things (e.g., as a craftsperson,
                     sculptor, mechanic, or surgeon). Includes
                     specific physical skills such as coordination,
                     balance, dexterity, strength, flexibility, and
                     speed, as well as proprioceptive tactile and
                     haptic capacitates.

Musical - Rhythmic   The capacity to perceive (e.g., as a music    Reading Boards, Song & Poems for Two Voices
                     aficionado), discriminate (e.g., as a music
                     critic), transform (e.g., as a composer), and
                     express (e.g., as a performer) musical forms.
                     Includes sensitivity to rhythm, pitch or
                     melody, and timbre or tone color of a
                     musical piece. One can have a figural or top
                     down understanding of music (global,
                     intuitive) a formal or "bottom up"
                     understanding (analytic, technical) or both.


Interpersonal        The ability to perceive and make distinctions     Corners, Find Someone who, Find the Fib, Folded & Split Line Ups,
                     in the moods, intentions, motivations, and       Inside/Outside Circle, Jigsaw, Match Mine, Stir the Class, Paraphrase
                     feelings of other people. Includes sensitivity   Passport, Pairs Compare, Proactive Prioritizing, Round Robin, Round
                     to facial expressions, voice, and gestures;          Table, Rotating Feedback, Team Interview, Team Statements,
                     the capacity for discriminating among many                     Telephone, Timed Pair Share, Who Am I?
                     different kinds of interpersonal cues; and
                     the ability to respond effectively to those
                     cues in some pragmatic way (e.g., to
                     influence a group of people to follow a
                     certain line of actions).
Intrapersonal          Self-knowledge and the ability to act         Agreement Circle, Corners, Idea Spinner, Line Ups (Values), Proactive
                       adaptively based on that knowledge.           Prioritizing, Similarity Groups, Team Statements, Think-Pair-Share or
                       Includes having an accurate picture of                     Square, Three-Step Interview, Time Pair Share
                       oneself (ones' strengths and limitations);
                       awareness of inner moods, intentions,
                       motivations, temperaments, and desires;
                       and the capacity for self-discipline, self-
                       understanding, and self-esteem.

Naturalist             Expertise in the recognition and              Categorizing, Look/Listen/Smell/Touch/Taste-Write-Discuss, Observe-
                       classification of the numerous species- the                  Draw/Write-Rally Robin, Same-Different
                       flora and fauna- of an individual's
                       environment. Includes sensitivity to other
                       natural phenomena (e.g., cloud formations
                       and mountains) and in the case of those
                       growing up in urban areas, the capacity to
                       discriminate among nonliving forms such as
                       cars, sneakers, and music CD covers.




NINE TYPES OF CURRICULUM ADAPTATIONS

Types                  Definition
                       Adapt the number of items that the learner is expected to learn or number of activities
Quantity ● **          student will complete prior to assessment for mastery.
                       Adapt the way instruction is delivered to the learner.
Input **
                       Adapt the extent to which a learner is actively involved in the task
Participation **
                       Adapt the time allotted and allowed for learning, task completion, or testing.
Time **
                       Adapt the skill level, problem type, or the rules on how the learner may approach the work.
Difficulty ● **
                       Adapt the goals or outcome expectations while using the same materials. When routinely
Alternative Goals ●    utilized, this is only for students with moderate to severe disabilities.
                          Increase the amount of personal assistance to keep the student on task or to reinforce or
Level of Support **       prompt use of specific skills. Enhance adult-student relationships; use physical space and
                          environmental structure respond to instruction.
                          Adapt how the student can
Output **
                          Sometimes called "functional curriculum" - Provide different instruction and materials to meet
Substitute Curriculum ●   a learner's individual goals. When routinely utilized, this is only for students with moderate to
                          severe disabilities.
**                        This adaptation is an accommodation if the student can demonstrate mastery of the standard on an assessment. The key concept is : W
●                         This adaptation is a modification if the student will not demonstrate mastery of the standard on an assessment. If routinely utilized, the
Examples of Evaluation
Oral response
Work sample
Teacher test
Pre-test
District test
Project
Observation
Skill check




Prompts
  Would you recommend this book? Why or why not? Select
the best… Why is it the best? What do you think whill happen
    to…Why do you think that? Could this story really have
  happened? Which character would you most lide to meet?
   Was __ good or bad? Why? Did you like the story? Why?
What would it be like if… What would it be like to live… Design
  a … Pretend you are a … What would have happened if…
  Why/why not? Use your imagination to draw a picture of
…Add a new item on your own… Tell/write a different ending…




 What things would you have used… What other ways could…
What thinkg are similar/different? What part of this story was
the most exciting? What things couldn't have happened in real
 life? What kind of person is… What caused __ to act the way
                            he did?


What would happen to you if… would you have done the same
as… If you were there, would you… How would you solve the
      problem… In the library, find information about…




 Tell me in your own words… What does it mean… Give me an
  example of… Describe what… Illustrate the part of the story
       that… Make a map of… What is the main idea of…




  Where is… What did… Who was… When did… How many…
            Locate it in the story… Point to the…
Tate's 20                                 VAKT
                                          Auditory
Brainstorming, Discussion, Humor, Reciprocal Teaching, Cooperative Learning, Storytelling




Graphic Organizers, Semantic Maps, Word Visual & Tactile
Webs, Manipulatives, Experiments, Labs,
Models, Project-based & Problem-based
Instruction




Drawing, Artwork, Metaphors, Analogies, Kinesthetic & Tactile
Similes, Technology, Visualization, Guided
Imagery, Visuals
Movement,Role Plays, Drama,          Kinesthetic
Pantomines, Charades




Mnemonic Devices, Music, Rhythm,     Auditory
Rhyme, Rap,




Games, Work Study, Apprenticeships   Kinesthetic & Tactile
Writing, Journals                   Visual & Tactile




Field Trips                         Kinesthetic & Tactile




Example
Reduce the number of social studies terms a learner must learn at any one time. Add more practice activities or
worksheets.
Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in
cooperative groups, pre-teach key concepts or terms before the lesson.
In geography, have a student hold the globe, while others point out locations. Ask the student to lead a group. Have the
student turn the pages while sitting on your lap (kindergarten).
Individualize a timeline for completing a task; place learning differently (increase or decrease) for some learners.


Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner
needs.
In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students
learn to locate each state and name the capital.
            Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Specify how to interact with the student or how
            to structure the environment.
            Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow
            students to show knowledge with hands on materials.
            During a language lesson a student is learning toileting skills with an aide.



e standard on an assessment. The key concept is : Will the student ultimately master the same material but demonstrate that mastery in alternative ways or with alternative sup
 standard on an assessment. If routinely utilized, these adaptations are modifications and require individualized goals and assessment.
ys or with alternative supports? If standards are not fundamentally or substantially altered, then this adaptiation is an accommodation to a learning or performance difference.
g or performance difference.
                                    SYSTEM WEEKLY LESSON PLAN (borrowed from Henderson County)
Teacher:                   Grade:                Subject:                              Week of:

                        MONDAY                TUESDAY               WEDNESDAY                 THURSDAY   FRIDAY
Standards




Objectives




Motivating Students




Presenting
Instructional Content




Lesson Structure and
Pacing




Activities
Materials
Materials




Questioning
Academic Feedback




Grouping Students




Teacher Content
Knowledge



Teacher Knowledge of Student




Thinking




Problem Solving




Student Work
Student Work




Assessment
                                    SYSTEM WEEKLY LESSON PLAN (borrowed from Henderson County)
Teacher:                   Grade:                Subject:                              Week of:

                        MONDAY                TUESDAY               WEDNESDAY                 THURSDAY   FRIDAY
Standards




Objectives




Motivating Students




Presenting
Instructional Content




Lesson Structure and
Pacing




Activities
Materials
Materials




Questioning
Academic Feedback




Grouping Students




Teacher Content
Knowledge



Teacher Knowledge of Student




Thinking




Problem Solving




Student Work
Student Work




Assessment
                                    SYSTEM WEEKLY LESSON PLAN (borrowed from Henderson County)
Teacher:                   Grade:                Subject:                              Week of:

                        MONDAY                TUESDAY               WEDNESDAY                 THURSDAY   FRIDAY
Standards




Objectives




Motivating Students




Presenting
Instructional Content




Lesson Structure and
Pacing




Activities
Materials
Materials




Questioning
Academic Feedback




Grouping Students




Teacher Content
Knowledge



Teacher Knowledge of Student




Thinking




Problem Solving




Student Work
Student Work




Assessment
                                    SYSTEM WEEKLY LESSON PLAN (borrowed from Henderson County)
Teacher:                   Grade:                Subject:                              Week of:

                        MONDAY                TUESDAY               WEDNESDAY                 THURSDAY   FRIDAY
Standards




Objectives




Motivating Students




Presenting
Instructional Content




Lesson Structure and
Pacing




Activities
Materials
Materials




Questioning
Academic Feedback




Grouping Students




Teacher Content
Knowledge



Teacher Knowledge of Student




Thinking




Problem Solving




Student Work
Student Work




Assessment
                                    SYSTEM WEEKLY LESSON PLAN (borrowed from Henderson County)
Teacher:                   Grade:                Subject:                              Week of:

                        MONDAY                TUESDAY               WEDNESDAY                 THURSDAY   FRIDAY
Standards




Objectives




Motivating Students




Presenting
Instructional Content




Lesson Structure and
Pacing




Activities
Materials
Materials




Questioning
Academic Feedback




Grouping Students




Teacher Content
Knowledge



Teacher Knowledge of Student




Thinking




Problem Solving




Student Work
Student Work




Assessment
                                    SYSTEM WEEKLY LESSON PLAN (borrowed from Henderson County)
Teacher:                   Grade:                Subject:                              Week of:

                        MONDAY                TUESDAY               WEDNESDAY                 THURSDAY   FRIDAY
Standards




Objectives




Motivating Students




Presenting
Instructional Content




Lesson Structure and
Pacing




Activities
Materials
Materials




Questioning
Academic Feedback




Grouping Students




Teacher Content
Knowledge



Teacher Knowledge of Student




Thinking




Problem Solving




Student Work
Student Work




Assessment
                                    SYSTEM WEEKLY LESSON PLAN (borrowed from Henderson County)
Teacher:                   Grade:                Subject:                              Week of:

                        MONDAY                TUESDAY               WEDNESDAY                 THURSDAY   FRIDAY
Standards




Objectives




Motivating Students




Presenting
Instructional Content




Lesson Structure and
Pacing




Activities
Materials
Materials




Questioning
Academic Feedback




Grouping Students




Teacher Content
Knowledge



Teacher Knowledge of Student




Thinking




Problem Solving




Student Work
Student Work




Assessment
                                    SYSTEM WEEKLY LESSON PLAN (borrowed from Henderson County)
Teacher:                   Grade:                Subject:                              Week of:

                        MONDAY                TUESDAY               WEDNESDAY                 THURSDAY   FRIDAY
Standards




Objectives




Motivating Students




Presenting
Instructional Content




Lesson Structure and
Pacing




Activities
Materials
Materials




Questioning
Academic Feedback




Grouping Students




Teacher Content
Knowledge



Teacher Knowledge of Student




Thinking




Problem Solving




Student Work
Student Work




Assessment
                                    SYSTEM WEEKLY LESSON PLAN (borrowed from Henderson County)
Teacher:                   Grade:                Subject:                              Week of:

                        MONDAY                TUESDAY               WEDNESDAY                 THURSDAY   FRIDAY
Standards




Objectives




Motivating Students




Presenting
Instructional Content




Lesson Structure and
Pacing




Activities
Materials
Materials




Questioning
Academic Feedback




Grouping Students




Teacher Content
Knowledge



Teacher Knowledge of Student




Thinking




Problem Solving




Student Work
Student Work




Assessment
                                    SYSTEM WEEKLY LESSON PLAN (borrowed from Henderson County)
Teacher:                   Grade:                Subject:                              Week of:

                        MONDAY                TUESDAY               WEDNESDAY                 THURSDAY   FRIDAY
Standards




Objectives




Motivating Students




Presenting
Instructional Content




Lesson Structure and
Pacing




Activities
Materials
Materials




Questioning
Academic Feedback




Grouping Students




Teacher Content
Knowledge



Teacher Knowledge of Student




Thinking




Problem Solving




Student Work
Student Work




Assessment

				
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