Mr Hammerlund

Yay! Improvement is good, right?  NOT ME! - Photo by Austin Distel on Unsplash BEFORE What I would change 1. Slow down Wait for the audience to catch up 2. Focus the presentation I think my presentation was too broad. I threw ideas into the slideshow as they entered my brain.  3. Practice with my co-presenter 4. Ask for less time.  One hour was too long. I was tired and could feel myself starting to  What might a revised presentation look like? Divide the ideas into three sections - what we do for students, what we do for teachers (to use), and what we aspire to do. Slow down - explain more.  Give more concrete examples.

I wonder what it would be like if inclusion teachers meet with the coordinators.  Hear me out - I think inclusion teachers are really coaches.  As an inclusion teacher and coach (inclusion coach?) I see things in the classroom that can help teachers. I see tweaks that teachers can make such as: shorter lectures, improved slide design, more scaffolding, etc.  But where does the inclusion support end and the curriculum support begin? What does the Venn Diagram look like for this?

I was able to catch a few minutes of the Toddle webinar, "Designing authentic inquiry with Tonya Gilchrist" today and I came away with a nugget I want to share with the teachers at my school.  Teachers often overestimate how much prior knowledge or skills the students bring to a lesson. One teaching technique I am trying to emphasize is for teachers to go slowly, break down tasks, and give scaffolds to students. In the webinar, Tanya shared how this might look in an inquiry-based writing program.  The flow of her lesson (for a school she was not working at) was: Find out what is being taught. This class was learning about self-management skills. Connect the learning to a big idea. Here the class was already learning about self-managing. Give them a sentence stem and have them complete it. Give more scaffolds.