INcompassing Education, LLC
INcompassing Education, LLC
INcompassing Education provides high-quality professional development for K-12 educators. Visit us at incompassinged.com to find out more about our on-site, off-site, and on-line professional development.
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This is very helpful! I will use them in my classroom as I plan interventions and I will watch the video on funding as well. Thank you!
So glad you found this helpful!
☺️ *PromoSM*
Good sound quality, nice tempo, no frills. Pretty nice video, thanks for this! :) Exercise starts at 1:35.
So glad you found it helpful. thank you for the comment!
The ad in the middle of the video totally killed the exercise. The video is very quiet so I had the volume way up in order to hear the prompts; when the ad came on it was VERY LOUD and scared the bejeezus out of me. It’s a shame because I really liked these prompts and the “repeat 6x”format. I was relaxing splendidly until the ad halfway through. :(
I am so sorry this happened. Unfortunately, we don’t have any control over the ads. They are not placed there by us, but by KZread. We don’t receive any compensation for these ads and have no way of turning them off. Perhaps you could reach out to KZread directly and ask them to take it off. I don’t know if that will help.
@@incompassingeducation How frustrating, especially for you! It seems unfair that content creators like yourself should have so little control over the ads. Like I said before, I still enjoyed the video’s exercise, and I plan to continue using it in my relaxation practice. Thank you for the video and for replying to my comment so quickly!
Hi Ms. Dianne, This video is very useful for me. I did have a chance to use backward design at my school for the last school year (SY) and found a gap between the standards & I can statement determined initially and the assessments during the SY. Am I right that curriculum mapping should better be integrated in the process of backward design or are they just different concepts with some overlapped step? Thanks.
It is important to use the backward design process to conduct your curriculum mapping. It is the method by which you perform the curriculum mapping actions. If you know what standards you need to teach, you can then design assessments that determine whether or not the students have mastered those standards. There should never be a gap between standards and assessments. I hope that helps.
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RTI is not an effective approach for schools with a huge population of struggling students.
That's a wonderful video, and I will remember most of the things you said here. Cheers!
What if I only have 15 mins with a small group? No flexibility. My TA has 2 groups each day for reading and I meet 2 groups a day as well. I would rather have more time with reading small groups, but we only have 30mins. I wish I only had one small group a day and then have her have one small group as well. I wish! It would be great. I meet the students in intervention and she meets the ones at-level. I teach Kinder. I think they would benefit more with a 30 min small group
Hi My Life! You can definitely have 2- 15 minute groups. You will just need to be sure to use a timer and train your students to be able to change groups in less than 60 seconds. Because you have kinders, this is definitely doable. As you know, their attention span is short and 15 min. is a great amount of time to get them in, get some work done, and move them on to another center/station. With these young students, I would focus on heavily the Reading Foundations and building their phonics skills. You can do this with great Word Work. As their skills grow, you can begin introducing leveled readers and progress monitor them weekly. I hope this helps. If you have any additional questions, please let me know. Best of luck with your class
thank you for sharing this video it is very helpful to me, it is easy to understand and follow.
I'm glad you found it helpful!
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7:30 Move away from the 'wait to fail' mindset'. Early identification of at risk student. Early intervening strategies. Utilising research-based interventions and supports to do that. 8:01 Number 1 focus for strong and effective RTi systems is high quality classroom instruction at Tier 1. If you do not have sound instruction at Tier 1, RTi efforts at Tier 2 & 3 are dead in the water before you even started. Targeted teaching = standard-based GVC (curriculum unpacking->DOK->Learning Progression starting with foundational skills->Differentiation) + assessment (schedule for formative and summative assessment) + research-based instructional strategies (Professional Learning) + data-analysis (interpret student response to instruction and adapt) *Action point: Two Ts: Training (to know) and Time (to do) *Action point: establish a protocol for unit planning consistent across school 9:04 personal and resources: RTi identify Ss early, bring them back to grade level mastery filling their gaps before considerations for SpEd is needed 15:37 Specific information on how to run RTi (Response to intervention) 25:40 Selecting intervention strategies depend on the focused data -> check who has common skills to be addressed. No more of the same but differently (HITS 6 Multiple exposure) 27:30 Fidelity: consistency in processes and performance. It goes back to Tier 1: CORE targeted teaching 30:51 Solid CORE Tier 1 INSTRUCTION. Triangulated data informs standard-based GVC to determine and start intervention/instruction in the most foundational skills that is the basis of a learning Progression -> monitor student response to intervention at Tier 1 -> discuss Tier 2 needs, design intervention strategies (targeted support, when, where & how? during application? in or out of the classroom? what additional research-based practice can be used to re-teach the skill?) and incorporate them in the unit plan ****Action point: Establish sources of triangulated data ****Action point: Norms and protocols for PLCs across school to ensure collaboration, communication and collective responsibility for result -driven practices in order to ensure teachers and interventionists keep current data available Tier 1 and Tier 2 aim at standard mastery 42:01 Factors to consider for implementation ****Action point: collaboratively design intervention strategies, schedule progress monitoring, keep current data available for CTs to utilise data to adjust planning. Design interventions: when, where & how? after what # of lessons? during the application section? ****Action point: Professional learning on planning with fidelity for Tier 1 targeted teaching to avoid over identification of students to access RTi
nice information
Thank you, Dr.
Thank you for your video. I'm currently taking a curriculum development course in grad school and the text I'm reading explains mapping differently. It states that curriculum mapping is reporting what is actually being done in the classroom as opposed to planning what is to happen in the classroom. Is that a precursor?
I encourage you to read Rigorous Curriulum Design by Larry Ainsworth and watch any of his KZread video. This will make a lot more sense. Reporting what is being done in the classroom is not curriculum mapping. Mapping out your curriculum happens before the institution happens.
Do you have an email address where i could ask a couple of questions privately..?
I don't know a lot of vocabularies. And when I try to read I find like 3-7 vocabulary on every page. Searching vocabularies breaks the flow of reading. What should I do?
Learn the words as you go. Think about what they mean in context and if the word pops up again you'll have a better understanding of it.
Thank you for your message. It’s valuable information.
You're welcome! Thank you for the encouragement.
I am masters student but my reading stamina is not satisfactory to me. What can I do??
Aqsa, choose a book on a topic that you love. Then determine how long you are able to read that book right now before your mind starts to wanter. Let's say it is 10 minutes. Set a timer for 12 minutes and then focus on reading for 12 minutes next time before you put the book down. The following time, set the time for 15 minutes and do not stop reading until the timer goes off. Then, put the book down and do something else. Stay at 15 minutes for the following session as well. Then bump the timer up to 17 or 20 minutes. Continue building until you are able to read for the desired amount of time without the need of a timer. This could take reading every day for a month or longer. Building stamina is muscle memory (of the brain) and much like physical exercise, it takes time to get "stronger". Good luck!
Great work
Thank you so much!
I am a teacher working in an international school. Can you send me your email id or messenger? Because I need some learning aids and sample curriculum mapping!!! Ur video was fabulous
Thank you! You can message me at facebook.com/incompassinged.
Thank you!
Thank you so much for your great pieces of advice
Good evening, can you send me a picture or a format of a curriculum map, pleasw.
Aurgie, if you Google Rigorous Curriculum Design, you will find some good ones. Thank you for viewing our video!
Great information!!
Thank for this my teacher said he has seen a great change in my reading 📖 😘
Very practical information, thank you!
Hi I"m a teacher from Egypt and I'd like to contact you on Face book to benefit from your experience my face book account is facebook.com/ehab.bakry.39 I'd be so grateful to you
I love this model! I have a logistics question: When do the students you're working with in a small group or meeting in a conference complete the individual/station assignment that that others are working on during the 30-40 minute window? Hopefully a small group wouldn't take the entire 30 to 40 minutes, but even if the teacher works with a group for five minutes, those students would be five minutes behind the rest of the class.
Great question! If you are an elementary teacher and have a 90 min reading block, your small group time would be 60 min. (rather than the 30 explained here). Each group rotates through all stations during a day. Therefore, no one is "behind". Each station may have varying skill levels or scaffolded support for those that may need it in order to complete it independently. They all get the same amount of time for each activity. It is important to model and practice the transition portion at the beginning of the year so that you do not lose instructional time with transitions. If you are a middle school or high school teacher, that 30 min block would allow you to pull a group for 10-15 min of direct instruction and then send them back to work on independent work. For those that are pulled to work in a group, I would pair down their independent work. If they are in need of additional direct instruction, independent work may be more difficult anyway. It is about quality of the work that they do during that modified time rather than quantity. If you visit our website, scroll down, and click on "Resource Center", you will find a one-pager on The Workshop Model and one on How to Create Small Groups. www.incompassinged.com Thank you for your question. Please let me know if you have any others.
Makes sense! Thanks for the tip!