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 * Academic Curriculum Accommodations **
 * Chapter # 8 **

Psychology Summary Wednesday, February 6, 2008 Outline 1)Demonstrations/Simulations 2)Traumatic Brain Injury 3)Review best practices 4)Unit Planning

Preparation for next class: Read Chapter #9 Note: Learning Extension Activities are due on February 15, 2008. (Please see Mary-Ann if you have any conerns)

Which Academic challenges did we learn about last class? 1)  English as an Additional Language (EAL)  2)   Down Syndrome 3)  Gifted  4)   Learning Disabilities


 * 1) Demonstrations/Simulations **

//Hand out//: Bliss Symbols: A Selection of Symbols This handout is two sided and one side has unfamiliar symbols and the other side has words under unfamiliar symbols. We looked at the side with the words first for one minute and then we had to flip the page over and write the words under the symbols to see how much we could remember. What can we learn from this? Symbols are used by some as a communication system. This is a communication system and can be combined to make new words, although it is not widely used. After 1 minute, the entire class is considered middle school geniuses!!!

Another //Handout//: Familiar Symbols We did the same thing as the first hand out with bliss symbols but this time the symbols were familiar. It is easier to identify familiar symbols. For teaching strategies it is better to start from the known (familiar) and move to the unknown (unfamiliar). This way the students have a foundation to build their knowledge on. Symbols can be combined to create new words. An example of this is the classification of animals compared to the classification of music in a music store. Both have classifications, however students are likely to be more familiar with the classification of music that animals so this way they have something to attach the information to. We were only given 30 seconds to memorize this symbol sheet, because we are already middle school geniuses. In regards to the Bliss symbols, it is even more important to relate to familiarity, because this symbols were less familiar, so we used connections to remember them. What can we learn by using these worksheets? -creating familiarity -form of decoding -start with the familiar symbols -familiar is easy

The Professor asks the class for volunteers and assures the class that it is nothing embarrassing. Gavin W and Paul volunteer and the professor ties their legs together and tells them to walk around the room. The professor asks for another volunteer and Marco volunteers. Marco is attached to the group at the legs with another cloth. Instead of two now there are three, there is one extra, similar to Downs Syndrome. The professor tells them to walk around the room. They have a lot more difficulty moving around the room with three of them than two. This demonstration shows that people with Down syndrome are slower but are sill able to do it. This activity was taken from the Down Syndrome Society.

http://www.manitobadownsyndromesociety.com/

Paul, Marco, and Gavin W go back to their seats.

Professor asks for another volunteer. Jeremy and Deborah volunteer. They each hold a mirror in front of themselves and the person next to them holds a piece of paper over their hands and they have to trace a star that is on a piece of paper on their desk. It is very difficult to do and both are trying very hard. The professor also puts a drawing on the overhead and asks the class to try and draw it. The picture was very difficult to draw accurately. It resembles a 3 dimesional figure with 3 legs. The professor put a short story on the overhead with all the letters mixed up. This shows us the frustration of trying to read something and not being able to. Some students may read like that all the time and this will make students more anxious to read, so they may not want to. Imagine reading a novel this way. The professor asks us to take out a piece of paper and handwrite our name. Then she asked us to try it while lifting our right leg up and moving it in a circle. I couldn’t write my name legibly. Your foot wants to go in the same direction as your hand, so it is very ackward.
 * 2.) Traumatic Brain Injury **

There are many things that can happen such as cognitive changes, sudden changes or socio-emotional changes. It is a very small chance that you may even have a student with TBI.

The professor tells a story about a teacher that was head butted by a stranger on the school grounds. He went home fine, then the next morning he was not feelojng good. His brain swelled and he lost his short term memory and some body movements. He lost his speech and his ability to walk. He did recover somewhat. His physical abilities came back faster than his cognitive and social abilities. He could only last about 10-15 minutes. He would forget names, which reminds me of "50 first dates" and 10 second Tom. He may never be 100% again.

Professor asks what’s the difference between Cerebral Palsy and traumatic brain injury? However it was decided that we will wait until presentations to cover that material. Mary-Ann did mention the fact that there was a gentleman she knew that was in a car accident at the age of 7 and they thought he had no use of his brain. Seven years later, the doctors finally figured out what was wrong, he made great improvements. He had a great sense of humor and told many jokes. He used an alphebet board on his wheel chair to communicate. We also briefly touched on the Terry Shavo case that was in the United States, where the husband wanted her to let go, but her family was against it. They eventually stopped feeding through the tube, so she would pass on.

The term head injury is no longer used for a brain injury because a head injury could mean a bump on the head while a brain injury is far more serious.

Best Teaching Practices (Overhead Sheet) -  a useful way to teach by organizing several subjects around a particular theme -  A theme could be chosen by the class based on interest. Some interesting themes mentioned in the text are medevil times, race relations, poverty, and the impact of technology. -  This helps students to be critical thinkers and at the same time connecting the information to their interests. -you could also use a school wide theme -a curricular web could also be used to cover all subjects -these units provide oppurtunites to structure the multilevel teaching (all students are learning together and sharing what they learn whith their peers no matter what their availability) -  An example of a classroom workshop could be hands on activities, literature circles, writing/reading workshops and even a math workshop. -a powerful image for learning and students engage in creating products that require the use of information, skills and knowledge Eg. Reading Workshop (students select their own books) Teachers can get tehm to -write in journals -teacher discusses what they think, assess comprehension or share strategies -mini lessons for specific reading strategy Eg. Writing Workshop -students select their topic linked to reaking science project or social studies lesson. (Poetry, short stories, historical fiction, expository writing) -keep journals for their writing process -separate drafting for editing -teachers aer involved with final editing in Publication only -individual spelling lists Eg. Math Workshop -how math is used and develop a deeper understanding of the meaning of mathematics (use of math manipulatives) -from knowing how to do, to why it is done Eg. Inquiry Learning -involves students in developing questions seeking answers to those question and developing products that demonstrate learning -this allows students with special needs to work on projects at their own level of ability -Steps: 1. Connect to life experiences 2. Develop questions 3. Plan approach 4. gather information 5. Draft 6. Explore meaning 7. Revise and edit 8. Publish and share -  attaches the information to things done in real life. For students this could be to the family and the community. This type of learning experience has been connected with higher-order thinking and encourages students to construct knowledge. -An example of an authentic learning experience could be writing a letter to the government -Engages students in tasks connected to real life to family, community and larger society; to real life problems they are likely to encounter outside of the classroom -promotes higher order thinking -seeks depth of knowledge -engage students in connecting to the world beyond the classroom -encourages students construchtion of knowledge -Two aspects of authentic instruction are, first the topic and focus and second the method of engaging students -students with disabilities: the more authentic our curriculum, the more such functional skills become a natural part of learning Approaches of Authentic Learning: 1. Micro Society: miniature civilization that include legislation, courts, banks, post office, newspaper, business and internal revenue service 2. Process Drama: theatre techniques to engage students (emotions, mind and body) 3. Problem-Based Learning: engage in research to solve problems 4. Comminity based Learning: assisting in hospitals, museaums, community agencies, schools and internship and mentorship 5. Expeditionary Learning: community learning organised around themes (Eg. transportation and space exploration-hot air balloons, helicopter and air show. -   An essential part of group activities for students is learning how to share ideas, share responsibilities and to work cooperatively with others.   -   They are a great opportunity to work with different students that have different talents and abilities.   -   Some examples of small group activities include partner reading, literature circles, experimenting, editing groups and researching groups. -Sharing strategies involve all students in sharing their ideas about what they read in a variety of ways. Eg Wraparounds, book pass and museum.) -Students learn as they do things. They learn while they are writing. They don’t learn how to write and then write a story. While students continue to learn it is important for teachers to continue to assess students and change their lessons to best fit the needs of the students. -creating as learning -constructing meaning -sharing meaning -stretching our comfor zone - This form of assessment involves both the teacher and the student. It is a process that helps to understand what the student has learned and the learning strategies that are comfortably used by the student. -Meaningful demonstrations of learning -student led conferences -portfolios -conferences -anectotal records -rubrics -classroom tests -performance assessment -grading
 * 3) Best Teaching Practices **
 * __Integrative, Thematic Units__
 * __Classroom workshops__
 * __Authentic learning experiences __
 * __Small group presentations__
 * __Representing to learn__
 * __Reflective Assessment__


 * 4) Unit Planning **

New Overhead sheet

//Eight Essential Elements of Inclusive Unit Design//


 * A central unit issue or problem
 * An opening grabber or motivator
 * Linked lessons
 * Richly detailed source materials
 * Culminating projects
 * Varied lesson formats-break it up
 * Multiple assignments-forming an opinion, how are they doing, where they need to improve.
 * Varied modes of student expression ex. biographies, diaries, cartoons, models, debates.

These elements are more common in early and middle years. It is harder to do in senior years because of the specialized classes.

New Overhead sheet //Suggested Steps//
 * Develop a central unit issue, problem statement or essential question.
 * Design culminating project or exhibition
 * Design beginning grabber or kick-off activity
 * Design interrelated daily lessons
 * Design multiple formal and informal assessments to be conducted along the way.
 * Use the principle to guide unit design and instruction

New Overhead sheet

Science Grade 5: Maintaining Health Bodies

Topic: Human Health and Lifestyle Choices

The professor hands out one playing card to each person and tells us that we have to find the other people that have the same number as us. Each group is then told to come up with an issue related to Human health and lifestyle choices. Also how the students are affected by their lifestyle choices. Must come up with a problem/issue that will effect the students.

An example of this is Should junk food be banned in schools?

Overhead sheet //Suggest Steps// Use these principles to guide unit design and instruction!
 * Develop a central unit issue, problem statement of essential question.
 * Design culminating project or exhibition
 * Design beginning grabber or kick-off activity.
 * Design interalated daily lessons
 * Design multiple formal and informal assessments to be conducted alon the way.

The groups worked on this activity until the end of class and we will continue to work on it next class.

Note: The professor says that we can change the weight of our learning extension activities to what works out best for us. Example: Instead of the original 15+15=30 it can be as follows10+20=30 and 5+25=30. This means that you can choose which is worth more and it doesn’t matter about which one is first. We can tell Mary-Ann after we receive both of our assignments, and at least by the last class.