Class+Five+-+Sept+17

__**In Class Activities: **__

1. Review PAC rules, schedule and commitment. Review Assessment of Teaching Dispositions.

2. Finish FAT City video and turn in video notes and free writing.

__**Scheduling Reading Assignments for next week: **__

__**Due Monday, Sept 20**__ -- Complete Assessment IRIS Module: //**Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students**//.

Go to [] Click on **Differentiated Instruction** on left side menu. Click on **Modules** in the center menu. Then scroll to bottom of menu to click on //**Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students**//.

Complete the Assessment Questions:

1. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL.

 2. When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind?

 3. Next week, Mr. Schlotzsky, an eighth-grade social studies teacher, will begin a chapter on colonial America. He'll lecture, write notes on the chalkboard, and give his students handouts. To assess their knowledge, Mr. Schlotzsky will ask his students to research colonial America in greater depth on the Internet and to give a three-to-five-minute oral presentation.  Help Mr. Schlotzsky to evaluate the traditional materials and media he plans to use. For each a) list any potential barriers, and b) suggest UDL solutions.

 4. Imagine that you are a second-grade teacher beginning a unit on plants. You wish to make certain that you address the three principles of UDL. Describe the instructional methods you would use to present the information, assess your students, and maintain their engagement in the subject.

5. At the beginning of the year, Ms. Hamilton, a tenth-grade biology teacher, collected information about her students' learning preferences and learning needs. Of her twenty-nine students, twelve are primarily visual learners, ten are primarily auditory learners, and seven are primarily kinesthetic learners. Additionally, two students struggle with reading and several have difficulty planning and organizing writing assignments. Help Ms. Hamilton to design a lesson about DNA. Make sure to state the learning goal and to identify materials, instructional methods, and assessment techniques.

**__Due Friday, Sept 24__** **Read Chapter one in our text: The Inclusive Classroom** and answer the following questions:


 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">List the 13 handicapping conditions covered by IDEA.
 * 2) <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Define the six key provisions of IDEA.
 * 3) <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">What are the four key additions to IDEA?
 * 4) <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">What are the seven levels of the continuum of services? Where Are Most Students with Disabilities Served?
 * 5) <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Complete questions 1 and 2 under **Questions for Reflection** on p. 23