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>>Ms. Moore: So ladies and gentlemen today we are uh going to continue to be talking about
ratios. Um.
We've touched on it. Uh we touched on it a little bit yesterday. Today we are really
going to get into it. Everybody has a graphic organizer on their desks.
We are going to be uh working on this together, filling this out.
Really getting into the definition, the meaning, uh and different ways of uh
uh, writing ratios. Okay?
Uh and I'll let Miss Olton take it from here on what you've created to kick it off.
>>Miss Olton: Okay. Perfect. Alright. We have our Cornell notes. Okay? So our Cornell
Notes always are starting off very focused. Okay. We're-we've maybe touched
on the topic but we want to teach you the concept and we want to teach you strategies
to understand how to write them or how to solve problems...
The model of special education I use is an inclusion model. We co-teach, so all of our
special education students that are mild to moderate are in the mainstream classrooms
and so we have to be able to uh meet their needs in the general education classroom
I would say the reason why we have a true team teaching model in her classroom
is because we spend a lot of time planning.
It's absolutely necessary if it's going to be a true team teaching model because we
have to be on the same page. Uh we have to know-both know what we are going to be
doing in the classroom on any given day.
I help her plan um lessons, activities. She plans some lessons, activities so it's
a very, very collaborative effort in terms of the way that we team teach.
Alright, here we go. [teacher claps and then echoed by students]
How many push ups did Jade can do? Can somebody raise your hand and tell me how
push ups did Jade can do? Clayton? >>Clayton: 17
>>Miss Moore: 17. Seventeen what?
Seventeen...I'm gonna put P-U for pushups. Not like PU! P-U for push ups. Okay?
Can somebody tell me how many jumping jacks did Adam do? Alafonsina?
18. Eighteen...I'm gonna put J-J for jumping jacks. Okay?
If we want to write this as a ratio...remember a ratio is comparing two
quantities or a relationship between two quantities. How can we say this ratio is
seventeen pushups and eighteen...
I'm as much a part of a teacher in this classroom as Ms. Moore is. And fortunately
we have that rapport and um...you know we-we are are on the same page about what we do
so it doesn't-I don't ever feel like I'm stepping on Ms. Moore's toes but I think that
comes along with us planning together, putting the time in, and knowing each other well.
Um and communication, communication is like the biggest thing in almost everything.
So, um, the students feel I'm sure that we both have a sense of ownership and they give
us the same respect. Um you know it's not that they give the general ed teacher more
respect than the RSP. Um, it's very...equal in there. You know, they respect us the same
and they understand that we're both uh teachers just as much as the other.
These two dots, that's called a colon. Okay? So in other words, A to B.
17 pushups to 18 what? >>students: Jumping jacks.
>>Miss Olton: Very good. Very god. That's how we do that.
>>Ms. Moore: Can I jump in real quick... >>Miss Olton: Of course.
>>Ms. Moore: because Miss Olton just said 17 pushups to 18 jumping jacks.
and absolutely a ratio can-can be like that. Now if we-if we’re going to say that,
we're not comparing part to whole any more,
we're comparing a part to a what?
You will decide how confident you are with what we've been doing. With using ratios and
fractions to describe the relationship between a part to a whole. That's what we've
been working on for the last couple of days. Okay? So you are going to make
that decision.
>>Miss Olton: It's big thing to be able to kind of self-assess meaning you are kind
of thinking about how you feel with how well you're doing or where you might need
help if you need help at all. And if you feel like you do need help, how much help
do you need. Okay? So right now, what we want you to do is we want you to think about
these three groups. Okay?
Red group, I need a bit more help from the teacher and then I'll be better at this
to try to do some work on your own in a little bit um along with a little bit of guidance still.
still. Okay? Um but the teacher's gonna kind of help you, reteach the strategy
a little bit and then we'll send you on your way. Okay?
Or do you feel like you're part of the yellow group, in the middle?
I'm starting to get this and after a bit more practice, practice on your own
and on the commuter, I will totally get it. Okay? That's yellow group.
Ms. Moore do you want to go over green group?
>>Ms. Moore: Finally green group, you've got this. Okay? You've got this.
You can work independently on your own. You've got this. You're going to be challenged
we're going to take that group um [clears throat] a step further kind of into
what we're going to be getting into next week and see how you will do with that...
>>Miss Olton: Uh differentiation looks like meeting the needs of every student.
It doesn't look like, it is meeting the needs of every student. So after our focused
lesson, we will assess. And based on the results of the assessment,
it kind of informs our teaching moving into the differentiation. So that the way that
break down the differentiation groups is letting them all know this is a safe
environment. You can be in any group and it doesn't mean that you're not a good
student or you know that you're getting bad grades. It's just that you have to truly
understand where you're at right now and what you need the most help with. Okay?
And what you're going to benefit from the most. So our students are very um-they feel
very safe in our classroom so then they are able to self assess and think to themselves
where do I belong?
So my red group, um, we are going to be in the back like we are-like I mentioned
yesterday and like we've done before. Okay? But right now, I'm going to have my
students that felt like they were in the yellow group, that you know, I kind of got
this but I need a little more practice.
My students that are in the yellow group, we're going to come over here.
One, two, three.
And one, two... three.
So if you are in that yellow group, find your way to one of these seats quietly
in the next ten seconds. Ten, nine...
The-the red group is not just uh resource students. We had a lot of our SPED students
that started in the yellow. And there were I want to say one or two in green.
Uh so it-it's definitely you know differentiation for all, not just
differentiation for special education.
Elijah, if we want two glue sticks, there you go, to three scissors. Perfect.
What does the two stand for Emily?
What does the two represent?
The what?
The glue sticks.
What does the three represent, Elijah?
Scissors. Beautiful. What...is...the part...of glue?
Two. Do you know what the whole is Anthony?
Not three. Do you know what the whole is Irving?
The whole.
Okay. Hold on. Hold on.
What I want you guys to do is I want you to count your numerator and your denominator.
Add those up and tell me what you got. Add up the numerator and denominator.
Tell me what you got Anthony...
The red group usually is with myself or Mrs. Moore. We kind of you know switch.
And it's white board, very explicit, very focused instruction you know almost
back to the day where we talk about this lesson. I would say the yellow group
is a little more guided. We use a lot of videos in our classroom to um guide that
particular group. The same with the green group. So it's self-paced, it's self-monitored.
They have that accountability piece um they're doing writing, they're listening
they're watching and they're very engaged.
>>Ms. Moore: Yes. [laughs] It's just my quick way of drawing them. Okay? So you
can now compare. Because isn't this what you are supposed to do? Okay?
Brian? Are we good now? Okay. Thank you.
>>Miss Olton: It’s a lot of work. It is. Uh it's a lot of time put in. But it's
well worth it because in the end, every student is engaged regardless of the level
that they're at or their abilities. Every student is engaged and every student is able
to still um attempt to meet that standard or progress toward a standard and grow
because we're providing work for them at what their ability levels are.
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