Beruflich Dokumente
Kultur Dokumente
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WTS 3 and 5
Selected Wisconsin Teacher Standard Descriptors
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Wisconsin Teaching Standard (WTS) 3: Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the barriers
that impede learning and can adapt instruction to meet the diverse needs of pupils, including those
with disabilities and exceptionalities
Knowledge. The teacher understands and can provide adaptations for areas of
exceptionality in learning, including learning disabilities, visual and perceptual difficulties, and
special physical or mental challenges.
Dispositions. The teacher makes students feel valued for their potential as people, and
helps them learn to value each other.
Performances. The teacher makes appropriate provisions (in terms of time and
circumstances for work, tasks assigned, communication and response modes) for individual
students who have particular learning differences or needs.
WTS 3 and 5
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Pre-Assessment
Self-Reflection Assessment of Classroom Environment Related to WTS 3&5
WTS 3 and 5
Artifact A is a visual of learning targets or I can statements for students to
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reference. In the past, I would tell the students the learning target
during the lesson. It was not very effective because students did not
have the predictability to know what the targets were. To solve this
problem, I made an electronic copy of the learning targets for
reading, writing, math, social studies, and science. I printed out the
I can statements and they are now hanging on the white board in the front of the classroom. The
visual reminder along with the verbal reinforcement will help more students make the connection
to the objectives for the lesson. It helps the students identify the main idea or key points of each
subject.
Additionally, I decided to make a checklist for students in math, reading, and writing. I plan
to give each student a handout with the learning objectives from the current unit. This allows
students to see the scope and sequence of the lessons. As we move forward, they can reference
what has already been covered and ask questions if needed. It gives the students ownership to
monitor the objectives covered in class. All of these visual reminders create structure,
predictability, and routines within the classroom.
Artifact B
Artifact B is an example of a morning routine checklist for my students to complete when
arriving at school. It has been the same routine ever since the beginning of the year but it was only
being completed some of the time. This checklist has helped all students be more efficient and
independent in the morning routine.
Morning Routine
Open your Davey folder and leave on your desk.
http://www.realrestitution.com/
Responsive Classroom
https://www.responsiveclassroom.org/
PBIS
https://www.pbis.org/
Celebrate Calm
http://celebratecalm.com/
https://www.loveandlogic.com/
Social Thinking
https://www.socialthinking.com/
Second Step
http://www.cfchildren.org/second-step
Mindfulness in Schools
http://www.mindfulschools.org/resources/explore-mindful-resources/
Growth Mindset
http://mindsetonline.com/index.html
WTS 3 and 5
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References
Hirn, R.G., & Park, K.L. (2012). Teacher-mediated instructional strategies for students with
emotional or behavioral disorders. Beyond Behavior, 22(1), 32-39.
Niesyn, M.E. (2009). Strategies for success: Evidence-based instructional practices for students
with emotional and behavioral disorders. Preventing School Failure, 53(4), 227-234.
Ryan, J.B., Pierce, C.D., & Mooney, P. (2008). Evidence-based teaching strategies for students with
EBD. (cover story). Beyond Behavior, 17(3), 22-29.
Wagner, M., Kutash, K., Duchnowski, A.J., Epstein, M.H., & Sumi, W.C. (2005). The children and
youth we serve: A national picture of the characteristics of students with emotional
disturbances receiving special education. Journal of Emotional and Behavioral Disorders,
13(2), 79-96. doi:10.1177/10634266050130020201
Watt, S.J., Therrien, W.J., & Kaldenberg, E.R. (2014). Meeting the diverse needs of students with
EBD in inclusive science classrooms. Beyond Behavior, 23(2), 14-19.