Well, here's the nitty-gritty: No matter what the research says, the label is often wrong. What I mean by that is: School districts who put two teachers in an 'inclusive' classroom can CALL it co-teaching, yet, it may not be CO-teaching at all. And, if it is called co-teaching on paper simply because two bodies are in the room and it doesn't work, it's decided that Co-teaching does not work. Read the article for what does work.
What does an inclusive, differentiated classroom look like? You'll see: Ongoing, immediate assessment, flexible grouping, chunked lesson plans, movement strategies, collaboration and teamwork, and a variety of research-based strategies. You'll hear higher order thinking and songs, rhymes and chants as mnemonic devices. You'll see: Really Terrific Instruction! RTI
In Ms. Crissy Amerson's sixth grade Language Arts classroom, she and her paraprofessional, Linda Maldanado, chunked the lesson plan integrating visuals, video and group process to maintain student engagement and focus. She applied several strategies that we had discussed the previous day to enhance and differentiate her language arts lesson on adjectives.
Evernote Clearly - Fantastic Solution for Students with Reading and Organizational Difficulties! Talk about a MAJOR solution for students or (adults) with ADD, reading difficulties, or vision issues!
Recently, I've found huge discrepancies between Lexile scores, DRA's (Developmental Reading Assessment) and Readablity formulas such as SMOG, FRY and when I asked a reading specialist to explain the difference at a conference recently, she evaded the question by telling me (and the audience) to simply pick one and stick to that one. I disagree.