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Reflecting as Classroom Practice

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As teachers, we teach and then move onto the next topic. This can be thought of as temporary learning. We need to extend this into lifelong learning and experiences.

Questions we might think about:
- Can there be such a thing as learning weigh-ins?
- How can we periodically weigh learning gains?
- Are basic skills being sacrificed in this age of knowledge explosion?
- When is it appropriate to revisit information?

{All learning should be over-learned}

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These are some ideas and concepts that you can use within your teaching:

- Teacher Planner
- Self-Assessment Form
- Reviewing Work
- Shapely Review for Classroom Study
- How Much Do You Remember
- How Did You Do?
- Roundtable Discussion
- Reviewing Concepts With a Word Search

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-Planning
-Establishing Prior Knowledge
-Learning About Abilities
-Understanding Home Concepts
-Awareness of Cultural Factors
-Constructive Students Empowerment
-Structured Classrooms
-Repetition
-Sensory Elements
-Concrete Learning
-Appropriate Accommodations and Modifications
-Same Content but Less Complex
-Size
-Amount
-Student-Friendly Format
-Authentic Assessments
-UbD, Understanding by Design
-UDL, Universal Design for Learning
-Working With Parents, Guardians, and Families
-Measuring Learning Ingredients
-Cooperative Learning
-Multiple Intelligences
-Creating Self-Regulated Learners
-Increasing Self-Awareness
-Emphasizing the Three Rs
-Using Technology
-Interdisciplinary Approach
-Step-by-Step Learning
-Repetition
-Positive Attitude!
-Inclusive Environments

With all of these ingredients, we can have successful outcomes!

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Many activities, templates, resources, and strategies have been taught to us throughout these previous chapters. Now we need to look at what they mean to teachers within an inclusive setting.

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Without reflection, teaching can be impossible! Lessons that "do not go so well" are often the lessons we learn most from. As educators we need to reflect on ways that appropriate strategies are included in our lessons.

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We can think of this as a periodic table. All of the elements are different, but when properly combined they can create uniqueness within bonding.

Students have different abilities, thought of as elements. Given proper interventions and opportunities, these students can combine elements within their learning to create their uniqueness.

Inclusion has its own set of formulas that work!

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Students with disabilities often can face brain confusion with things not making sense. They might not always see things as they appear to others. Students with disabilities are solving problems that they have not created. As educators we need to think about this and find ways to help our students!

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we can think of elements within our students. combining elements creates uniqueness!