Inclusive Strategies In a grade 4 Class.
Published on Nov 21, 2015
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PRESENTATION OUTLINE
The Use of Inclusive Strategies In A Grade Four Classroom
Photo by Giridhar-Photography
CREATION OF A CLASSROOM BELIEF STATEMENT
STUDENTS WORKED TOGETHER TO DECIDE WHAT MATTERS MOST
CLASSROOM EXPECTATIONS
CO-CREATED WITH STUDENTS AND POSTED
Students are able to refer to these expectations as needed. Each student has initialled or signed their name to indicate that they agree with the expectations.
WORKS WITH AND MONITORS INDIVIDUALS AND SMALL GROUPS
STUDENTS ARE ASKED TO SELECT A PARTNER BASED ON COLOR
The classroom teacher is able to allow for a variety of groupings. She has selected six students that she knows will work well together. She can then say "work with your Green partner for this activity". The partners are posted on each students' desk.
TASKS ARE DIFFERENTIATED ACCORDING TO STRATEGY
The classroom teacher uses these signs (which can be purchased from Ikea for .99 cents) to remind students what strategies they are working on. The signs are used during Math centres.
MATERIALS/RESOURCES
Photo by Robert S. Donovan
ALTERNATE SEATING
BEAN BAG CHAIRS ARE AVAILABLE FOR USE
In addition to bean bag chairs, students also have access to sit and move cushions.
STUDY CORRALS
HELP TO MINIMIZE DISTRACTIONS DURING SEATWORK
Each student has their own study corral. They can choose to use them whenever they feel they are distracted. At times, the classroom teacher will ask the class to each get their corral. These have been useful during writing times and for testing situations.
CLASSROOM CLOCK
NUMBERS ADDED TO HELP STUDENTS MOVE FROM DIGITAL TO ANALOGUE
In grade 4, students are learning about how to tell time (in a variety of ways) using analogue clocks. Most students are familiar with digital clocks, but have some difficulty with analogue clocks. The teacher used the cut out numbers to support students.
CLASS SET OF FIDGETS
ARE AVAILABLE FOR USE AS NEEDED
There is a classroom set of fidgets available for the class. The teacher found that initially all the students used them. Eventually, only the students who really seemed to need them chose them.
CCTV CAMERA AND ENLARGED PRINT TEXT
ADAPTATIONS FOR A VISUALLY IMPAIRED STUDENT
Materials of this type are provided through Alternate Format Services. This particular student requires text to be enlarged to at least size 38 font.
The CCTV camera works to enlarge objects and text. The student can place his paper on it to write and draw. He can also use it for books (instead of waiting for books that have been ordered).
The CCTV camera works to enlarge objects and text. The student can place his paper on it to write and draw. He can also use it for books (instead of waiting for books that have been ordered).
VARIETY OF READING MATERIALS
STUDENTS SORTED AND LABELLED THE CLASSROOM LIBRARY
Students sorted their classroom library over a few days. All the books were placed on the floor. The students were then asked to sort the books. As they sorted, they came up with some different categories. The teacher helped them to think about what the books had in common.
After the books had been sorted, they had some leftover.
As a result, the students decided one of the baskets should be labelled as "Random".
After the books had been sorted, they had some leftover.
As a result, the students decided one of the baskets should be labelled as "Random".
POSTED AT THE DOOR
POSTED ON EACH STUDENT'S DESK
BRAINSTORMING CRITERIA
THIS CRITERIA IS THEN USED TO MAKE A RUBRIC
This chart was used to record criteria during a Social studies unit. The students were working on making posters that explained the roles of different jobs in their community.
After the students have brainstormed this criteria, the teacher will then create a rubric. The rubric can then be used for assessment.
At times, students are asked to self-assess based on these rubrics. These rubrics are also used as an assessment tool for the teacher.
After the students have brainstormed this criteria, the teacher will then create a rubric. The rubric can then be used for assessment.
At times, students are asked to self-assess based on these rubrics. These rubrics are also used as an assessment tool for the teacher.
FLEXIBLE GROUPING DESIGN
Students are grouped according to the strategy they are working on. Once they have reached their goal, they can move the clothespin with their name to another strategy.
THE USE OF VISUALS
C.A.F.E STRATEGIES CLASSROOM JOBS AND SCHEDULE
A variety of visuals are posted in the room. These visuals are functional and help to provide structure for the school day.
SOCIAL SKILLS TAUGHT WITH STEPS POSTED
The class has been working on a variety of social skills. The skills taught are a response to concerns that are raised during classroom meetings.
Students go over the steps for a particular skill. The skill is then role played with the class. Students are asked to assess their role play based on if they included all the steps for a particular skill. The steps are posted for future reference.
Students go over the steps for a particular skill. The skill is then role played with the class. Students are asked to assess their role play based on if they included all the steps for a particular skill. The steps are posted for future reference.
STUDENT ENGAGEMENT
READING WITH CROSS-GRADE PARTNERS
A high level of proactive planning allows for student independence.
Students in both the grade 4 and grade 2 classes know who their partners are, and the roles of each partner.
The grade 4 students developed criteria about how to be a good partner. They also practiced a variety of prompts that could be used to help the grade 2 students as they read their books.
Students in both the grade 4 and grade 2 classes know who their partners are, and the roles of each partner.
The grade 4 students developed criteria about how to be a good partner. They also practiced a variety of prompts that could be used to help the grade 2 students as they read their books.
FEELING RESPECTED AND EMOTIONALLY SAFE
SETTING SOCIAL GOALS
Setting social goals helps to create an emotionally safe environment. It becomes evident that all students have skills to work on. This helps to avoid labelling students as "Good" or "Bad".
