Intervention, Differentiate, and Problem-Solving Teaching Strategy Cards

Intervention, Differentiate, and Problem-Solving Teaching Strategy Cards
Intervention, Differentiate, and Problem-Solving Teaching Strategy Cards
Intervention, Differentiate, and Problem-Solving Teaching Strategy Cards
Intervention, Differentiate, and Problem-Solving Teaching Strategy Cards
Intervention, Differentiate, and Problem-Solving Teaching Strategy Cards
Intervention, Differentiate, and Problem-Solving Teaching Strategy Cards
Intervention, Differentiate, and Problem-Solving Teaching Strategy Cards
Intervention, Differentiate, and Problem-Solving Teaching Strategy Cards
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113 KB|5 pages
Product Description
You may rely on these cards for academic and behavior interventions.

When meeting with students, challenge them to differentiate objectives for themselves with the suggested student actions listed on orange DIFFERENTIATE cards. This will help students become independent learners and allow you to speak with every student in class routinely. If student actions fail to lead them in the right direction, DIFFERENTIATE with teacher actions listed. Teacher actions implemented that are not listed and were successful should be noted on the DIFFERENTIATE card for future reference. When you find actions that benefit challenging students, consider noting the differentiation on their student credit card for future reference. Simple reminders like graphic organizer or mnemonic device written on a credit card for a challenging student like Mason can quickly help you plan and design learning experiences for all students.

Dramatic physical gestures refer to body movements to help the brain remember key objectives, concepts, and/or vocabulary. For example, crossing your arms can help students remember the definition for vertical angles as to what they look like and their congruency property.
Realia role-play refers to incorporating real-life objects and material from everyday life to assist your teaching. Role-playing could be dressing up as a historical figure or as a professional outside of school that requires the objective’s skills.

As you implement these cards, ask yourself how you are meeting the expectations for:
4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction. Use knowledge of your English Language Learners’ levels of language proficiency to plan instruction that supports their subject matter learning and academic language development.
4.2 Establishing and articulating goals for student learning. Establish long-term and short-term goals that are based on academic content standards and reflect students’ strengths, interests, and needs.
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning. Select and sequence instructional strategies appropriate to the complexity of the lesson content and to student learning needs. Incorporate diverse subject matter perspectives, counterexamples, and student input in your planning.
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students. Select materials, resources, and technologies to support the learning needs of English Language Learners and students with special needs.
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students. Proactively prepare for appropriate adjustments based on your assessment of student learning while teaching.
1.1 Using knowledge of students to engage them in learning. How do you understand the reasons for student behavior? How do you differentiate instruction based on what you know about your students’ strengths, interests, and needs?
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests.
1.3 Connecting subject matter to meaningful, real-life contexts. Engage all students in a variety of learning experiences that accommodate the different ways they learn.
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs. Select and utilize a range of instructional approaches to engage students in learning. Use a variety of strategies to introduce, explain, and restate subject matter concepts and processes so that all students understand. Use differentiated instruction to meet the assessed learning needs of students and increase active participation in learning. Adapt materials and resources, make accommodations, and use appropriate assistive equipment and other technologies to support students’ diverse learning needs.
1.5 Promoting critical thinking through inquiry, problem solving, and reflection.
1.6 Monitoring student learning and adjusting instruction while teaching. Provide additional support and opportunities for students to learn when some students have mastered the lesson objectives and others have not.
2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully. Model and promote fairness, equity, and respect in a classroom atmosphere that values all individuals and cultures. Engage students in shared problem-solving and conflict resolution.
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students.
2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students.
2.5 Developing, communicating, and maintaining high standards for individual and group behavior. Understand the underlying causes of student behavior, including developmental and individual needs, and utilize that knowledge in support of positive classroom conduct. Work proactively to prevent and respond quickly to minimize behavioral issues. Understand and respond to inappropriate behaviors in an efficient, fair, and equitable way. Help all students learn to take responsibility for their own behavior and actions.
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn.
3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks. Ensure that your knowledge of the subject matter incorporates different perspectives.
3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter.
3.3 Organizing curriculum to facilitate student understanding of the subject matter.
3.4 Utilizing instructional strategies that are appropriate to the subject matter.
3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students.
3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content.
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction.
5.3 Reviewing data, both individually and with colleagues, to monitor student learning. Use assessment information to determine when and how to revisit content that has been taught.
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction. Review and revise learning goals with students over time. Ensure that student learning goals reflect key subject matter concepts, skills, applications, and objectives.
5.5 Involving all students in self-assessment, goal setting, and monitoring progress.
Total Pages
5 pages
Answer Key
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