#mschat Archive
A chat that offers middle school teachers a chance to have a collaborative discussion about a different topic each week. Our topics change from week to week, ranging from Common Core State Standards to Character Education. During the chat, participants exchanges ideas and resources. The chat group ranges in size each week from 10 to 50+ participants. Discussion can be general talking about instructional style or process to specific. Recently members of the chat group help each other create lessons.
Thursday December 17, 2015
It's 8 pm ET time for to get started talking inclusion tonight!
Hey everyone! Anthony from MashUp Math here. I am currently in my 3rd year teaching middle school math.
Let's start with introductions: I am Todd organizer and 6 th grade science teacher from Warren, MI
Woohoo!!! Hot topic for sure!
I never minded students mainstreamed into my Social Studies classes but preferred they begin on 1st day with other students
Q1: what does inclusion look like? What are indicators of an inclusive classroom or school?
Hi everyone! Marlena here from Nashville
Hi I am Lori a counselor from Michigan.
A1: IMO inclusion looks like 2 Ts, on the same page, effectively facilitating a diverse group of learners based on their needs.
A1:Inclusion looks like everybody belongs.
Hi everyone! I'm Brigid Martin from Farnsworth Middle School. Reading teacher grades 6-8.
Hi! Suzanne here from Guilderland NY. I am a MS literacy teacher.
We will use the Q1... A1... Format tonight Q 1 is coming up shortly
A1: Inclusion classes looks like kids from a variety of levels learning & engaged with one another.
A1: inclusions looks like all kids in a classroom learning at their own rate
Sorry I'm late! Brian preservice teacher from NH checking in!
A1 Inclusion looks like collaborative teaching teams helping ALL students become engaged in learning.
Jay from Merton, W checking in late after a quick run. What did I miss?
Q1: repeated since I put it out early: What does inclusion look like? What are some indicators of an inclusive classroom/school?
Well said! Collaboration between Ts is everything!
Not much I just got home from basketball practice
A1: Inclusion allows students to work at own pace but fit in a classroom of peers
A1 Everyone belongs and there's support and challenge for every type of learner. https://t.co/sBAUaFKUgn
Q1: what does inclusion look like? What are indicators of an inclusive classroom or school?
A1: Every student engaged with a wide variety of activities so all students can access the curriculum.
Schools have to be inclusive, for the culture to make everyone feel safe
I had practice, too. I'll be coaching a great group of 8th grade boys.
Just noticed and are both discussing inclusion right now! Opportunity for cross-pollinating
Can a Teacher engage ALL students ALL the time? (I feel everyone takes engagement breaks as learners)
Coaching my son's sixth grade team: should be a fun year: very talented group
Joining late (again) - Christie, middle school math teacher from Chicago
Very cool would love to cross pollinate with the
A1: inclusion looks like all Ss w/ a variety off needs working at their pace and having a sense of belonging In the classroom
I actually think abut the importance of inclusion w/in special Ed., but also the importance of an inclusive culture for all Ss.
Ts can create an environment where Ss have the ability to be engaged and on-task for an entire class
Q2: coming up in a second
SO true when we talk inclusion it MEAN ALL not just certain populations
Q2 What are the primary challenges or concerns regarding implementing inclusion in schools? What hinders inclusion in schools?
y said--The reason why I love being an inclusion teacher!
A2: Safety can be a factor, especially in science & PE. It's something to consider to make sure that Sts are in the best place.
A2: Meeting the diverse population of learners where they are in learning is a challenge: single grade standard many paths
A2: Having both Ts be on the same page can be a huge challenge especially when schools do not provide time for co-planning.
A2: Planning 3-6 different tasks for the lesson instead of one can be time consuming, also leads to grading issues
Q2: 1 hindrance I see is Ts thinking that struggling learners are other Ts responsibilities. Everyone needs to have ownership.
A2 Mindsets, of staff and families, about learning styles and abilities can be a challenge. https://t.co/xiqYc1s19N
Q2 What are the primary challenges or concerns regarding implementing inclusion in schools? What hinders inclusion in schools?
Yes safety is an issue with hands on activities: Need more eyes
A2 Discomfort & lack of understanding can be a huge challenge. Particularly when T's want to be inclusive, but worry about missteps.
Co-planning time is HUGE for co-teaching to really be co-teaching and meet the needs of all of the Sts.
A2: Directions need to be given in many different ways and broken down into steps: can be challenge for some Ts
Yes! We beg for scheduled co-planning time every year, but the schedules rarely align for such an accommodation :/
BINGO: CO-teaching doesn't work without planning time
A2: Time to digest students learning levels so a teacher can meet them at their level is critical but many don't have TIME
A2: CLASS SIZE, hard to find time to work with students in classes over 30 students (all with different needs)
A2: Time and training are two things that are necessary for effective co-teaching and inclusion.
A2 Beliefs about what Ss are able to do can be a problem,too. Instead of focusing on deficits, Ts need to build on Ss strengths.
True! And inclusion means more Sts with more needs and also larger class sizes. Effective co-teaching is needed.
A2: prof. Development also seems key for inclusion to work. But what does quality professional development look like?
A2- accessibility may hinder inclusion. Some schools doors, stairs, hallways, etc may not be accessible or support a Ss needs
I hear you many teachers want all students to do same thing to be fair. Ss can take a different path in learning
I really believe that effective CO-teaching is the key to any successful inclusion classroom.
A2- it can be difficult to create and prepare instruction that meets the varied needs of Ss in an inclusive classroom
A2: Staffing, scheduling, class size & resources. https://t.co/giINDw8uAD
Q2 What are the primary challenges or concerns regarding implementing inclusion in schools? What hinders inclusion in schools?
My Inclusion page https://t.co/1CcI4UI7iU "Inclusion is extremely important for kids with and without disabilities." Clay Aiken
A2: Students needs hinder inclusion: Need might not be met in regular classroom
A2:Chase, Indy..expectancy factor can be a detriment In an inclusion setting..Ss will perform to our expectations..let's raise them
Question 3 on the way ....
Agreed. It takes time to get to know your Ss and plan for all the differing needs. https://t.co/vMp9rRhonk
A2: Time to digest students learning levels so a teacher can meet them at their level is critical but many don't have TIME
Q3: How do we create classroom communities where all students feel accepted, included, and challenged? Raise/lower bar?
A2) accepting different approaches, goals and responses for different kids in the same class.
A2 Definitely convincing all (Ps, Ts & Ss) that everyone can be successful if we individualize education
A3: all students have strengths, the key is to exploit those strengths. Let them shine in front of their peers
A3: Celebrate diversity, differentiate instruction and assessment, and model appropriate social behavior.
A3) the best inclusionary classes differentiate when necessary and have students work collaboratively with different roles
A3: JUST DO IT. Focus on student diversity and explain that we all have different distances to go in learning
Q3A: How do we “lower the barrier, not the bar”?
A3- through activities at the beginning of the year throughout that build peer relationships and promote appropriate collaboration
A3 Some staff use CPR (Circle of Power and Respect) to nurture a positive climate where all are included. https://t.co/v3nboJUPoL
Q3: How do we create classroom communities where all students feel accepted, included, and challenged? Raise/lower bar?
A3: Listen. Listen. Listen. Our Ss will help us answer this question, but we must slow down and listen.
A3) Many social and life skills can be learned in an inclusive classroom.
Agree: Have to go slow at start to get us up to speed for the classroom. Have students help each other in learning
A3A: Keep the high standards, but make the curriculum more accessible via differentiation.
A3 It takes practice, modeling, and an opportunity to get to know your classmates and teacher(s).
Q3: beginning of year-- setting expectations with students about our classroom communities. Bringing Ss into the conversation.
A3 Start by accepting & including everyone. Find ways to appreciate contributions from all
Many math teachers argue that algebra isn't accessible to ALL ... How do we address this?
A3 It comes back to knowing your Ss well and planning for differentiated lessons. One "method" or "assessment" doesn't fit all.
A3a: many learners are simply under-resourced...schools have to help fill that gap.
I agree; But some Ts argue that ONE test makes or breaks my evaluation: SO I need to prepare Ss for that 1 Test
Inclusion works best when the instruction is focused on communication, collaboration, problem solving and critical thinking.
Under resourced YES, States need to get databases of resources so we can meet ALL students needs
The traditional chalk-&-talk methods are NOT accessible to many students, but tech has blown a huge whole in that wall!
FREE resources...rich can't continue to get richer
Q4How can students (Spec Ed. Gifted, ELL’s) get the content and strategies they need without losing access to the gen ed classroom?
Of course free: but shouldn't be up to school or district State should develop and provide: By teachers for schools
A4 with quality teaching assistants
algebra tiles are a great resource to use to help and address this issue!
A4: Technology is a key aid here! Student can have different access to learning via tech
A4) Ideally, the General Ed classroom is baseline. Additional enrichment and/or remediation meets Ss other needs.
A4 "Push in" with support instead of providing "pull out" services. Instructional assistants are key. https://t.co/i0l2ZX6K4j
Q4How can students (Spec Ed. Gifted, ELL’s) get the content and strategies they need without losing access to the gen ed classroom?
That would be nice: have no aides where I work: ELA and Math are only co-taught classes
Agreed! Physical and virtual manipulatives are a game changer for math instruction.
Many schools face more challenges from the inclusion of students with behavioral challenges, than academic.
Push in works best, and experts might help with non-certified students too
A4: Definitely would like to see more "push in" services and better monitoring as well.
Agreed, academic challenges are easier to handle than behavioral challenges
Monitoring is an issue, How should it be done and who should monitor for fidelity?
Q5: How should inclusion be monitored for fidelity in schools? What records need to be kept or examined?
A4 Cooperative and peer learning opportunities. Gifted Ss could be put in support roles or as co-"teachers" in leadership roles.
A5) Our inclusion data is audited. Information is included in IEP's. Annual summary reports and calculated.
Playing devil's advocate: What if Gifted students don't want to be in those roles? many can't tolerate slow Ss
A5:disaggregate the data across multiple sub groups...are some over/under represented? Strategies can be implemented to help
Not all students have IEPs, Doesn't inclusion mean ALL ... What if students not certified but low performance?
If inclusion means ALL students, DO we make special modifications for some but not others WHY?
A5 Not sure about the record keeping, but the fidelity could be monitored with consistent classroom visits. https://t.co/zBuligVgsh
Q5: How should inclusion be monitored for fidelity in schools? What records need to be kept or examined?
equity requires us to make modifications as necessary so ALL have equal access
We need to work at making modifications that ALL students need. Some need extra support/some need extra challenges
I think Ts are so focused on providing Ss w/ IEPs modificationsThey can sometimes forget about the otherSs in their class
Q6: What is one thing you can try to do tomorrow to promote inclusion in your classroom?
A5: I think this is a hard one because if a St needs modifications to be successful, should we have paperwork to support that?
YES, so if they aren't "labeled" and struggle it is ok? We all have deficits and might need extra help in those areas
BINGO: I give all students support they need no need for PAPER WORK to tell me
A6: More collaborative learning opportunities and more differentiation of assessment.
A6:I always wonder who has access to our after school activities...are all students represented in the various opportunities we have
