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Conceptual Framework EDEL 300 (Teacher (Facilitator (Interdiciplinary Plan…

- - - - Criteria
      - Content
      - Bhevaior
      - Condition
  - - - Class - Yes. Gage the attention getter that will work best for the class.
        
        Classroom Rules (3-5). Don't use too many rules, instead come up with procedures to use.
        
        Teach - Okay. This can be a great tool to use when you want to be sure the students know the content. If they can teach it then they know it.
        
        Scoreboard can be useful, but DON'T take points away. It is like taking away their good behavior.
        
        Mirror. Make sure to gage your class when using this method because it can easily become overwhelming for students, especially students on the ASD spectrum.
        
        Hands and Eyes.
        
        1 more item...
- - - - Cultures
      - Languages
      - Family dynamics
      - Abilities
      - Talents
      - Prior Knowledge
      - Behaviors
        
        FBA
        
        Data Recording
        
        Goals Setting
        
        Behavior
        
        Condition
        
        Criteria
        
        Student
        
        ABA
        
        Reinforcement
        
        Positive
        
        Negative
        
        Punishment
        
        Positive
        
        Negative
        
        Cognitive Theory
  - - - Turn and Talk
      - Inside Circle, Outside Circle
    - - Thinking Cards
    - - Quick Draw
      - Bounce Cards
    - - Mathematics
      - Literacy
        
        Phonics
        
        Explicit Phonics
        
        Analytic Phonics
        
        Reading Fluency
        
        Automaticity : recognizing familiar words automatically without conscious thought
        
        Example: today, sunshine, and hello
        
        Speed: Depends on the reading selections, but should hold some kind of consistancy.
        
        Example: When reading a topic of familiarity and for enjoyment, will help with increase of speed. When reading a topic of unknown content, with more challenging vocabulary, will cause a decrease in speed.
        
        Prodosy: reading with expression and with appropriate intonations
        
        Example: They shouted, "Good morning!"
        
        Comprehension
        
        Phonological Awareness
        
        Phonemic Awareness
        
        44 Phonemes in English Language
        
        Phonic Awareness
        
        26 Letters/Graphemes
        
        Vocabulary
        
        Diversity
        
        Modifications: Changing the curriculum to meet the needs of the student
        
        Example: Having a student complete a different spelling list than the rest of the class.
        
        Accommodations: Changes in how the content is taught or provided
        
        Example: Providing students with more time to take a test.
        
        Writing Workshop
        
        You have to read the type of work you plan on writing.
        
        Reading Immersion
        
        Case Study
        
        Single Question Focus
        
        Noticing
        
        Close Study
        
        Provide students with choices.
        
        Preplanning
        
        Vindiagrams
        
        Intro --- Middle --- End
        
        Semantic Mapping
        
        Writing
        
        It's about how they write and why.
        
        Students deserve a chance to share their work.
        
        Structure, routine, and a little bit of surprise.
        
        Writing Fluency
        
        Automaticity: automatically and accurately writing words without consciously thinking about how to spell them
        
        Example: the, at, and so
        
        Speed: Being about to write quickly enough to keep up with the pace of thinking.
        
        Writer's voice: being able to express their voice in their writing
      - Social Studies
      - Science
      - Across Curriculum
      - 6 Modes of Language Arts
        
        Writing: writing down literacy through notes or through personal writing
        
        Reading: reading literature
        
        Listening: hearing content
        
        Speaking: verbalizing content
        
        Visual Representation: representing literacy through media
        
        Viewing: seeing the content presenting through media, such as videos
- - - - Practice the procedures at least once a day when they are first introduced.
  - - - With students
      - Positive Reinforcement
      - Reference about how they were agreed to by the class, and how they need to respected because it is a CLASS agreement.
- - - - Definition: Behavior decreased by adding something unpleasant after the behavior
      - Example: Yelling at a student in front of their peers, when they are taking part in an undesired behavior
    - - Definition: Behavior decreased when removing a desired stimulus
      - Example: Taking away recess, when they are taking part in an undesired behavior
  - - - Definition: Behavior increased by something pleasant after the behavior
      - Example: Giving a student a penny when they accomplish a desired behavior, which encourages the desired behavior.
    - - Definition: Behavior increased by taking something away
      - Example: Sending the student to the office. Taking away the stimulus of class, which encourages escape behavior.
- - - - Guide them in the right directions of what makes a civil and proper student?
    - - Procedures
        
        Bathroom procedure: Have schedules bathroom breaks, and have students use sign language to indicate they need to use the bathroom, instead of disrupting the lesson otherwise.
    - - Students have great ideas, thoughts, and opinions. However, it can be difficult to get through a lesson if too may tellings are shared. Have students reflect if why they raised their hand is a question or a telling, and have them save tellings for later, and address them during bathroom breaks and free time.
  - - - Trust
      - Respect
      - Responsibility
    - - Commitments sound less authoritative to those that follow them, and the word makes us hold ourselves accountable. While the word rule, holds us accountable forcibly, rather than morally.
    - - Don't be afraid to talk to your colleagues.
      - Open up to different departments in the school.
      - Utilize your resources
      - Trust your instincts
      - Do your research
      - Be present, mind and body.
  - - - Example: If a student screams during lunch, then the consequence would be that students are less inclined to sit with them.
  - - - Example: If the student gets toilet water all over the bathroom, then the consequence would be to have the student clean said bathroom.
  - - - Examples: Stickers, school supplies, certificates
    - - Examples: thumbs up, praise, clapping/cheering
    - - Examples: Extra recess, extra computer time, drawing
  - - - Whole class warning
        
        Individual warning
        
        Recess consequence
        
        Phone call home
        
        Principal's office
    - - Management stategies
        
        Whole class reminder
        
        Individual reminder
        
        Calming corner
        
        Individual Action Plan
        
        Collaborative effort
        
        Teacher follow up
        
        Surface Skills
        
        Planned Ignoring
        
        Used when the teacher things that the behavior with not disrupt others
        
        Example: Tapping pencil
        
        Signal Interference
        
        Examples: clearing throat or eye contact
        
        Proximity Control
        
        Intrest Boosting
        
        Hurdle Help
        
        Reconstructing Activities
        
        Distraction
        
        Find an activity to distract the student's attention away from the problem/stress
        
        Tension Reduction with Humor
        
        Antiseptic Bounce
        
        Appeal to Relationship
  - - - Friends
      - Sweet " "
    - - Get to know fellow grade level colleagues, to find out what they are doing in their classroom. To develop ways for the classrooms to collaborate with one another. To gain any tips and tricks to covering the curriculum and getting to know students.
  - - - Be flexible
      - Be understanding
      - Have a plan
      - Be patient with yourself and your students
  - - - Have students perform the task in comparison to real world application
      - Schools must teach those task
      - Help students become good at performing task
      - Develop productive students
    - - Develop productive citizens
      - Process a certain body of knowledge
      - Schools must teach them
      - Must test students
    - - Occurs at the end of a lesson or unit. Some examples include a portfolio, test, or presentation.
    - - Occurs during the unit and/or lesson. Some examples include thumbs up/thumbs down, use of true/false cards, and interviews.
  - - - Standards
        
        Across Curriculum
        
        Essential Questions
        
        Iquiry and Discovering
        
        No right answer
        
        Connect with everday life
        
        Different points of view
        
        Key nounrs, adjectives, and verbs
- - - - Example: today, sunshine, and hello
    - - Example: When reading a topic of familiarity and for enjoyment, will help with increase of speed. When reading a topic of unknown content, with more challenging vocabulary, will cause a decrease in speed.
    - - Example: They shouted, "Good morning!"
    - - How many mistakes are being made?
        
        Varies
        
        Dialect
        
        Repetition
        
        Insertions
        
        Errors
        
        Omission
        
        Hessitation
        
        Reversals
  - - - Have students make predictions before and durning reading, and then have them summarize after reading.
    - - If our students don't know what camping is, then read a story about camping, they aren't likely to comprehend the story because they don't have prior knowledge about camping. So, we can build a campsite in our classroom, in order to promote that prior knowledge and experiences.
    - - Set up various scanarios at the reading center to better help students understand what they're reading. For example, if they read about camping, then set up a mock camp site, to help students build that image in their mind.
  - - - 44 Phonemes in English Language
    - - 26 Letters/Graphemes
  - - - Window: Looking into someone else's views, experiences, and ideas
      - Mirrors: Seeing your own views, experiences, and views within someone else
      - Sliding Door: Stepping into someone else's views, experiences, and ideas
- - - - After completing our big move, the WiFi company couldn't come until a week after our move in to set up WiFi, this increasingly made school work difficult to complete.
    - - Not being able to go somewhere to complete my school work has been a challenge. My home has become my gym, my library, my family space, my relaxing space, and my sleeping space. Since, there is no where just designated for my work, it is hard to transition from a school mindset to a relaxing mindset.
    - - Collaboration is key
        
        One thing that has gone really well for me is staying connected. I am utilizing canvas, email, text, Zoom, and Webex to continue communication with my peers and professors. Knowing that I had a way to express what was going on in my life, has been a huge help in all of this chaos.
  - - - Mrs. Foster has such an upbeat personality. I'm thinking during all of this she is trying to keep her students' spirits up, and is trying to continue working on building their foundational learning. I'm sure she is still running through their phonics every chance she gets with them because it was such a big part of their daily routine.
        
        I think if I was their teacher, I would try to keep things light. I know there will still be a lot of pressure on these students to know so much information before they reach first grade, but this time is quite stressful for everyone involved. Some activities I think I would do is singing songs, reading books, and have open conversations. I would try to check on them with the contact information I would have had on them. If using technology failed to reach them, then I would go back to the traditional snail mail method.
    - - I think the students are confused and probably miss school a lot. I know in my early years of school, I would cry when school got canceled because I had always loved to learn. Since they can't go to school, I'm sure they are trying to stay preoccupied at home, but think often about Mrs. Foster and their classmates.