Differentiation Within the Inclusion Classroom Model
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Differentiation Within the Inclusion Classroom Model

♪[theme music]>>Ms. Moore: So ladies and gentlemen today
we are uh going to continue to be talking about ratios. Um. We’ve touched on it. Uh we touched on it a
little bit yesterday. Today we are really going to get into it. Everybody has
a graphic organizer on their desks. We are going to be uh working on
this together, filling this out. Really getting into the definition, the
meaning, uh and different ways of uh uh, writing ratios. Okay? Uh and I’ll let Miss Olton take it from
here on what you’ve created to kick it off.>>Miss Olton: Okay. Perfect. Alright. We
have our Cornell notes. Okay? So our Cornell Notes always are starting off very focused.
Okay. We’re-we’ve maybe touched on the topic but we want to teach you the
concept and we want to teach you strategies to understand how to write them
or how to solve problems… The model of special education I use is an
inclusion model. We co-teach, so all of our special education students that are mild to
moderate are in the mainstream classrooms and so we have to be able to uh meet their
needs in the general education classroom I would say the reason why we have a true
team teaching model in her classroom is because we spend a
lot of time planning. It’s absolutely necessary if it’s going to
be a true team teaching model because we have to be on the same page. Uh we have
to know-both know what we are going to be doing in the classroom on any given day. I help her plan um lessons, activities. She
plans some lessons, activities so it’s a very, very collaborative effort in
terms of the way that we team teach. Alright, here we go.
[teacher claps and then echoed by students] How many push ups did Jade can do? Can
somebody raise your hand and tell me how push ups did Jade can do? Clayton?
>>Clayton: 17>>Miss Moore: 17. Seventeen what? Seventeen…I’m gonna put P-U for pushups.
Not like PU! P-U for push ups. Okay? Can somebody tell me how many jumping jacks
did Adam do? Alafonsina? 18. Eighteen…I’m gonna put
J-J for jumping jacks. Okay? If we want to write this as a
ratio…remember a ratio is comparing two quantities or a relationship between two
quantities. How can we say this ratio is seventeen pushups and eighteen… I’m as much a part of a teacher in this
classroom as Ms. Moore is. And fortunately we have that rapport and um…you know we-we
are are on the same page about what we do so it doesn’t-I don’t ever feel like I’m
stepping on Ms. Moore’s toes but I think that comes along with us planning together, putting
the time in, and knowing each other well. Um and communication, communication is
like the biggest thing in almost everything. So, um, the students feel I’m sure that we
both have a sense of ownership and they give us the same respect. Um you know it’s not
that they give the general ed teacher more respect than the RSP. Um, it’s very…equal
in there. You know, they respect us the same and they understand that we’re both uh
teachers just as much as the other. These two dots, that’s called a colon.
Okay? So in other words, A to B. 17 pushups to 18 what?
>>students: Jumping jacks.>>Miss Olton: Very good. Very god.
That’s how we do that.>>Ms. Moore: Can I jump in real quick…
>>Miss Olton: Of course.>>Ms. Moore: because Miss Olton just
said 17 pushups to 18 jumping jacks. and absolutely a ratio can-can be like that.
Now if we-if we’re going to say that, we’re not comparing
part to whole any more, we’re comparing a part to a what? You will decide how confident you are with
what we’ve been doing. With using ratios and fractions to describe the relationship
between a part to a whole. That’s what we’ve been working on for the last couple of
days. Okay? So you are going to make that decision.>>Miss Olton: It’s big thing to be able to
kind of self-assess meaning you are kind of thinking about how you feel with how
well you’re doing or where you might need help if you need help at all. And if you
feel like you do need help, how much help do you need. Okay? So right now, what we
want you to do is we want you to think about these three groups. Okay? Red group, I need a bit more help from the
teacher and then I’ll be better at this to try to do some work on your own in a little
bit um along with a little bit of guidance still. still. Okay? Um but the teacher’s gonna
kind of help you, reteach the strategy a little bit and then we’ll
send you on your way. Okay? Or do you feel like you’re part of
the yellow group, in the middle? I’m starting to get this and after a bit
more practice, practice on your own and on the commuter, I will totally
get it. Okay? That’s yellow group. Ms. Moore do you want
to go over green group?>>Ms. Moore: Finally green group,
you’ve got this. Okay? You’ve got this. You can work independently on your own.
You’ve got this. You’re going to be challenged we’re going to take that group um [clears
throat] a step further kind of into what we’re going to be getting into next
week and see how you will do with that…>>Miss Olton: Uh differentiation looks
like meeting the needs of every student. It doesn’t look like, it is meeting the needs
of every student. So after our focused lesson, we will assess. And based
on the results of the assessment, it kind of informs our teaching moving into
the differentiation. So that the way that break down the differentiation groups is
letting them all know this is a safe environment. You can be in any group and
it doesn’t mean that you’re not a good student or you know that you’re getting bad
grades. It’s just that you have to truly understand where you’re at right now and
what you need the most help with. Okay? And what you’re going to benefit from the
most. So our students are very um-they feel very safe in our classroom so then they are
able to self assess and think to themselves where do I belong? So my red group, um, we are going to be
in the back like we are-like I mentioned yesterday and like we’ve done before. Okay?
But right now, I’m going to have my students that felt like they were in the
yellow group, that you know, I kind of got this but I need a
little more practice. My students that are in the yellow
group, we’re going to come over here. One, two, three. And one, two… three. So if you are in that yellow group, find
your way to one of these seats quietly in the next ten seconds. Ten, nine… The-the red group is not just uh resource
students. We had a lot of our SPED students that started in the yellow. And there
were I want to say one or two in green. Uh so it-it’s definitely you know
differentiation for all, not just differentiation for
special education. Elijah, if we want two glue sticks, there
you go, to three scissors. Perfect. What does the two stand for Emily? What does the two represent? The what? The glue sticks. What does the three represent, Elijah? Scissors. Beautiful. What…is…the
part…of glue? Two. Do you know what the whole is Anthony? Not three. Do you know what the whole is
Irving? The whole. Okay. Hold on. Hold on. What I want you guys to do is I want you to
count your numerator and your denominator. Add those up and tell me what you got.
Add up the numerator and denominator. Tell me what you got Anthony… The red group usually is with myself or
Mrs. Moore. We kind of you know switch. And it’s white board, very explicit, very
focused instruction you know almost back to the day where we talk about this
lesson. I would say the yellow group is a little more guided. We use a lot of
videos in our classroom to um guide that particular group. The same with the green
group. So it’s self-paced, it’s self-monitored. They have that accountability piece um
they’re doing writing, they’re listening they’re watching and
they’re very engaged.>>Ms. Moore: Yes. [laughs] It’s just my
quick way of drawing them. Okay? So you can now compare. Because isn’t this what
you are supposed to do? Okay? Brian? Are we good now?
Okay. Thank you.>>Miss Olton: It’s a lot of work. It is.
Uh it’s a lot of time put in. But it’s well worth it because in the end, every
student is engaged regardless of the level that they’re at or their abilities. Every
student is engaged and every student is able to still um attempt to meet that standard
or progress toward a standard and grow because we’re providing work for them
at what their ability levels are. ♪[theme music]

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