2. Anticipatory
Bell Ringer Teacher Input
Set
Check for Guided Independent
Understanding Practice Practice
The
Student Instructional
Closure
Exploration
Process
2
3. Beginning Middle End
Pre Test Learning Contracts Post Test
Admit Ticket WebQuests Exit Ticket
Poll RAFT Big Idea Board
Anticipation Active Viewing Survey
Guide Guide
Prediction Guide Concept Mapping Minute Paper
Content Trailers Learning Centers Think-Pair-
Share
Interactive Foldables Journaling
Lecture
3
4. A framework for making the curriculum accessible to all
students; reducing barriers to curriculum
• Students differ in how they gather facts and
categorize what they see, hear, and read. (The
“what” of learning)
• Students differ in how they organize and
express ideas. (The “how” of learning)
• Students differ in motivation and engagement
levels. They are challenged differently and
have differing levels of excitement and
interest. (The “why” of learning)
4
5. Multiple Means Multiple Means Multiple Means
of of of
Representation Expression Engagement
(acquiring information) (show what they know) (motivate, challenge)
Textbooks or trade Text-Digital text; Choice of content
books graphic organizers and tools- print,
audio, web
Audio Books Auditory-MP3 files; Adjustable levels of
recordings challenge- reading
level; goals
Multimedia- Visual- video Choice of rewards
podcasts, digital (Photostory 3)
movies, and images
presentations Glogster
5
7. Classroom Student Work
Observations Samples
Data
Driven Informal Formal
Assessments Assessments
Decision
Making Demographics
Edusoft and
Attendance
Make intelligent decisions regarding
instruction and interventions 7
8. • Factor in learning styles and strategies to
differentiate instruction
• Consider assessment strategies and ways to
determine student learning
• Anticipate any behavior issues and
incorporate strategies to address them during
instruction
• Plan a closure for each day.
8
9. Delineate
Veto
Authority
State of the
Classroom Address
Ratify
9
10. • Influence- be the positive example your students
need
• Navigate- charter the path your classes will take
this year
• Respect- expect it and give it
• Intuition- use your instincts to head off potential
problems.
• Communication- develop this skill in your
students by example
• Connection- establish a positive relationship
The 21 Irrefutable Laws of Leadership: Follow Them and People will
Follow You - John C. Maxwell 10
12. In Class TOR
Timed
Assignments Assigned
Seating
(Bell Ringer)
Classroom
Management
Strategies
Showcase Keep Logs
Students with
Positive (Tardiness,
Behaviors Sleeping, etc)
Participation
Rubric/Grade
12
13. • Require students to be in seats before the
tardy bell
• Time bell ringers and factor in participation
grades
• Institute a tardy sign-in system for tracking
• Alert parents of students who are notoriously
tardy
13
14. • Document notorious offenders on board or
chart
• Use participation grade system
• Contact parents as frequently as possible
• Use an in-class TOR system for students who
refuse to work but cause disruption-- isolate
the student from regular classroom activities
with grade penalty.
14
15. • Assigned Seating (Change it up occasionally
without warning)
• Use a student desk or table to make a teacher
station in the midst of the students
• Be organized, structured, and prepared each
class period. Students know when teachers do
not have it together and they capitalize on it.
15
16. • Be unpredictable in your teacher input strategies
• Use novelty
• Make real world connections
• Incorporate technology Connections
• Personalize/Involve the affective domain
• Involve kinesthetic activities
• Model/demonstrate/showcase
• Assess frequently
• Motivate, encourage, and inspire
16
17. • Timers • Random • Online
• Count Name Calendar
downs pickers • Recognition
• Noise-maker • Random chart
to gain Number • Logs
students’ Generators
attention
17
