Many students who may need a vocabulary intervention are Bodily-Kinesthetic learners, meaning they learn through their bodies and they need to "move" their bodies in order to learn at their highest potential.
Response to Intervention Strategies for Secondary Teachers - This seminar will help alleviate the fear and confusion surrounding RTI, especially at the secondary level, by providing practical, classroom-tested techniques for Tiers I, II and III as well as user-friendly materials that can be implemented immediately in your classroom.
After co-teaching in inclusive classrooms and witnessing the benefits of inclusion done well in schools and school districts around the country, I am convinced that most students achieve more in the general classroom with an environment of excellent teaching. The trend towards tracking students in leveled classes based on test scores and ability has not been validated by credible research over time. The research on tracking/leveling is about as inconclusive and controversial as the research on homework. Find a study that claims students perform best in leveled classes and there's another one that states that students perform better in heterogeneous classes. Read how four schools faced the challenge of implementing RTI
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
Response to Intervention is a process that involves providing struggling learners with academic interventions that match their needs in order to help all students master the curriculum. My experience in secondary education has convinced me that every secondary classroom needs to begin Response to Intervention at the Secondary Level at Tier One of RTI: differentiated instruction.