Education and Early Childhood Learning

Create a classroom environment where students with a variety of learning styles, including Tim’s visual learning style, can successfully learn and present information in the class

• Pre-teaching, pre-writing, and webbing strategies will be incorporated into the classroom
• Teacher provides clear directions with demonstration and practice to insure students know expectations before leaving them to do tasks independently
• Teacher will develop common consistency in expectations and common routines
• Ves Thomas strategies will be presented and discussed as one way of developing spelling

• Tim requires the opportunity to develop background information before starting a task
• Tim needs to "see" and "practise" as well as hear directions
• Tim requires consistency to feel safe and minimize stress over errors and task demands
• Tim’s visual abilities are a strength and he needs the opportunity to understand how he learns

• The classroom teacher uses a variety of differentiated instructional strategies
• The classroom teacher has a carefully developed routine and will chart this for all children and include some visual representations
• The teacher will review Brownly’s tapes and incorporate metacognitive strategies in the classroom

Introduce adaptive strategies in the core subject areas to help Tim meet curricular goals in these subject areas

• Tim will be given the opportunity to substitute visual representation for written representation when given tasks in a variety of content areas
• Word charts or splashes will be provided or developed when written work is required (usually with the whole class)
• Tim’s drawing skills will be encouraged when working in cooperative groups

• Tim has good thinking skills, it is written output that is the problem. By using visual outputs such as drawings, pictures, collages, etc., we allow him to focus on content and expression
• Spelling is a major concern for Tim when writing, the word charts will remove some of the stress and help him with concepts
• This will give Tim a positive role with his peer group where he can contribute to their success

• The classroom teacher already allows a variety of strategies for representing information and will negotiate with Tim to allow him special consideration in return for becoming involved with the writing group
• The resource teacher will model this technique with the whole class
• He needs to develop a positive role with peers

Develop direct teaching strategies and programs that will help Tim fill the academic gaps in ELA and mathematics

• Tim will be given time to work on a high interest/low vocabulary material as part of his USSR
• Tim will become a peer tutor and assist the resource teacher with the early intervention reading program
• The resource teacher will work with Tim and a small group of students using a low risk Group Writing activity that can increase comfort and skill in writing and editing
• Tim will be allowed to use the Little Professor or a computer math game as a reward for completing work or for helping the Resource teacher

• Tim needs to develop sight vocabulary and could best do this through reading words in context
• Tim needs to develop some analysis skills and could develop these helping younger students since this would not trigger his sense of shame
• Tim needs positive experiences with writing and the opportunity to develop those skills that are critical, however, he is very vulnerable and will only attempt this in a very safe setting
• Tim needs practice with multiplication facts

• The classroom teacher will have him select books from the PAL series and place them in the classroom library
• The resource teacher will identify some interactive tasks and some independent paperwork tasks that Tim can do to help in the program. Which task Tim is given on a particular day will depend on his stress level
• Both grade four teachers will identify three students that require support in this area; the lesson will be scheduled for the first period after lunch when classroom problems are most likely to occur, involvement in this program will be negotiated as part of the agreement to let Tim use visual representation in the content areas
• Materials are ready, the reward will not be structured but will be given at various times when he has performed well by either the classroom or resource teacher