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Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., Shogren, K. A., & Burke, M. M. (2023). Exceptional lives: Practice, progress, & dignity in today's schools (10th ed.). Pearson Education.

Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-group response strategies to promote student engagement in inclusive classrooms. Teaching Exceptional Children.

https://drive.google.com/file/d/1EiZDiFAZxjK1v1kjULM-mn1y51K8c11e/view

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Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms (1).pdf

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This article relates to the broader world because the strategies we use in the classroom can also be used in communities and in society. Keeping students with disabilities included in class helps them build social skills that will benefit them outside of school. Using things like hand signals and written responses gives all students a chance to share their ideas and feelings without being judged. Since these strategies are evidence-based, they’re proven to work and can support students both academically and socially in the long run.

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The article “Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms” by Nagro, Hooks, Fraser, and Cornelius (2016) connects to our textbook Exceptional Lives: Practice, Progress, & Dignity in Today’s Schools (Turnbull et al., 2023) because it not only talks about stories from children with disabilities but also discusses the strategies that were used for these students. The textbook and article support diverse learning styles and show us how and what we could use them for. For example, in chapter 6 in the textbook, Jack Steinberg's story focuses a lot on his experience in school and the different support he received. He received the support he needed through technology and through responding to questions after the lessons; the questions were made easily accessible for him. It's great to see that there are plenty of ways to help a student with disabilities learn and still have a successful education. Both discuss how the teacher can effectively plan instruction by just checking for understanding with these strategies, which helps us see what kind of support the students need, and it keeps all students included and engaged.

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Learning about these strategies changed my perspective on how much they can influence students’ learning. Strategies like written responses and hand signals give all students, including those with disabilities, a chance to be engaged and included in the classroom. They also provide effective ways to check if students are understanding what is being taught.

Throughout my years in school, many of my teachers used strategies like these to check for understanding, mostly in high school. For example, in math, we would solve a problem on a sticky note to show if we understood the lesson, and in English, we would summarize a chapter or respond to a prompt about what we read. Students with disabilities show a greater understanding when this strategy is used in classrooms. In my future classroom, I can definitely see myself using these strategies regularly, because they help me see what students understand and plan for the next lessons.

To be more inclusive and culturally responsive, I would use a variety of strategies that give all students a chance to succeed. Some students may need extra support, while others may be ready to move ahead, so it’s important to provide options that meet everyone’s needs. For example, in math, I might have students solve three different equations before leaving class or review three equations together at the end of the lesson. I could then use hand signals to quickly check their understanding and adjust my instruction for the next day.

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Using hand signals to show understanding during class instruction works well for all age groups. This strategy helps teachers quickly check for comprehension and see where students are during a lesson. It also makes it easier to plan what comes next. Teachers can adjust their instruction if students need more support or keep moving forward if the class understands the material.

Hand Signals often used:

0 fingers - not understanding

1 finger - need more support, I don't understand

2 fingers - I can do it with little support

3 fingers - I can show that I understand

4 fingers - I can teach someone else

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Key Practice #2: Whole Group Responding Through Writing

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Key Practice #2: Whole Group Responding Through Writing

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Written responses are a very effective way to see if students understood the lesson. They show what students learned in their own words, what questions they still have, and if they are confused. This helps teachers know what to review or if the class is ready to move on.

Types of written responses:

Sticky Note Response

Quick Writes

Journaling

Graphic Organizers

Summaries

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Whole-Group Responses Strategies to Promote Student Engagement in Inclusive Classrooms

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Whole-Group Responses Strategies to Promote Student Engagement in Inclusive Classrooms

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My Name is Ashley Garcia, and today, you'll be reading about strategies that help teachers help students stay engaged and involved in classrooms with different learning needs from the article "Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms." The article discusses strategies like using hand signals, response cards, or even having the class respond simultaneously to allow them all to be included. This allows us to check which student understands while being included with everyone else.

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Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms (1).pdf