Community Builders
Inclusion Survival Kit
Community Builder #1: BINGO
Purpose: Why are we doing this? Are we trying to learn more about one another? Show value of cooperation? Have fun together? Work together toward a mutual goal? Review content together?
The purpose of a Community Builder is to set a positive tone among the students in your classroom. Community Builders, for example BINGO, helps to create a routine that the class will be able to use when preparing for a quiz,test, or just to have fun learning information for a particular unit. It is a interesting way to see if students know the information you’ve been presenting them. It will also help students to realize they need to review some information before the test is given.
Materials: BINGO Board sheet, pencil, and paint blotter.
Social skills taught, modeled and practiced:
- Students will be encouraged to raise their when they believe that they have won BINGO.
- Students will need to be attentive to the teacher, and the clues that are given in order to be successful with the game.
- Students can repeat clues to each other if something is missed.
Arrangement of students:
- Students can be arrange in desks in rows and columns, which is most likely the ‘normal’ classroom arrangement.
- To make this a small group activity, student’s desk can be pushed into groups of four students.
Directions:
- Each student will be given their own BINGO sheet. Students will be asked to put their name on their sheet.
- The class will be playing a game of presidential BINGO. The teacher will call out a clue, have students respond with the correct answer, first student who gets 5 in a row, column, or 4 corners wins.
Modifications for students with special needs:
- Students with special needs may have a BINGO board with larger print, so that they are better able to see, and manipulate it.
- Students with special needs may also receive help with following directions when playing BINGO either from the classroom teacher, or from a special education aide.
- A student with special needs may also be assigned a volunteer partner to help them play the game correctly.
Reflection activity (brief) for students:
- Students will be asked to write a reflection journal about what they thought about the BINGO activity. Do they think it was a useful and fun way to review/learn?
Assessment criteria: (what will tell you this community builder was successful?)
- The teacher will know if the Community Builder(BINGO) was a success by the participation of the students during the activity.
Community Builder #2: Chemical Graffiti
Purpose: Why are we doing this?(learn more about one another? Show value of cooperation? Have fun together? Work together toward a mutual goal? Review content together?
The purpose of this Community Builder, Chemical Graffiti can be used by the teacher to figure out at the beginning of a lesson or unit what the students already know and what they can do. Chemical Graffiti can also be utilized during the middle of a lesson to unit to check how the students are learning, as well as how you are learning the material. At the end of a unit, this Community Builder can be used to review for an exam. Also, it can be used to preview for the students as to what might be on the exam.
Materials: Chart paper, variety of different colored markers, timer
Social skills taught, modeled and practiced:
- Students will feel more comfortable working in groups reviewing material. Students are able to participate in the review without feeling intimidated.
Arrangement of students:
- Students will be working in groups of four. Student’s desk can be pushed into groups of four students.
Directions:
- As a group, each student writes problems, formulas, sentences to be translated, ideas to brainstorm on pieces of large chart paper, and post them around the room.
- Students move in small groups from chart to chart.
- Each group works on a different question, topic, issue, or statement related to the concept being studied.
- Written responses or “graffiti” can be short words, phrases, or graphics on their chart paper.
- The charts are then posted and each student reacts to the statements or topics, identify patterns, and make predictions based on what is written or drawn on the charts.
- Students can repeat clues to each other if something is missed.
Modifications for students with special needs:
- Students with special needs may write their answers, questions, problems on a sheet of paper, and ask a group member to write them on the proper chart paper especially if they are physically disabled, have vision difficulties, or have low muscle tone in their hands and/or arms.
- Students with special needs may also receive help with following directions when playing GRAFFITI either from the classroom teacher, or from a special education aide.
- A student with special needs may also be assigned a volunteer partner to help them play the game correctly.
Reflection activity (brief) for students:
- Students will be asked to write a reflection journal about what they thought about the GRAFFITI activity. Do they think it was a useful and fun way to review and learn?
Assessment criteria: (what will tell you this community builder was successful?)
- The teacher will know if the Community Builder was successful by how the different groups are filling out the chart paper. What is being written down on the chart paper? Does the graffiti that is being written solve the problem, or answer the question?
Community Builder #3: Numbered Heads Together
Purpose: Why are we doing this?(learn more about one another? Show value of cooperation? Have fun together? Work together toward a mutual goal? Review content together?
The purpose of this Community Builder, can be to review for an upcoming exam. Students work in groups of 4 or 5, and each group works as a team.
Materials: numbered spinning wheel, dice, or playing cards.
Social skills taught, modeled and practiced:
- Each student should feel included, because in order to do well in this game every student needs to be able to participate as a member of the team.
Arrangement of students:
- pStudents will be working in groups of 4 or 5 people. A fair way to divide the class into groups is to have students count off 1, 2, 3, 4, 5. p
Directions:(make visual for students):
- Students will be grouped into teams of 4 or 5 individuals. Each student within a team will count off from 1-4 or 5 (depending on the number of group members). If the teams are uneven, when #5 is called to answer, the #4 person on 4 member teams answers with the #5 people from the 5 member teams.
- The teacher will ask a question pertaining to the subject that the teacher wants to review. For example, the teacher may say, “Name the state that was the last state to become part of the United States, what year did this occur in?”
- Students then put their heads together and collaboratively generate an answer.
- Each team member makes certain that every member of their team can answer the question.
- The teacher then calls a number at random (teacher may use the dice to decide which number to call). All students assigned that number stand or raise their hands; one of these students is selected to answer the question.
Modifications for students with special needs:
- Students with special needs may write their answers, questions, problems on a sheet of paper, and ask a group member to write them on the proper chart paper especially if they are physically disabled, have vision difficulties, or low muscle tone in their hands and/or arms.
- Students with special needs may also receive help with following directions when playing Numbered Heads Together either from the classroom teacher, or from a special education aide.
- A student with special needs may also be assigned a volunteer partner to help them play the game correctly.
Reflection activity (brief) for students:
- Students will be asked to write a reflection journal about the Community Builder, Numbered Heads Together. In the journal, each student should write about if they thought the activity was useful to do to help them review. Students should also talk about how their groups worked together. Did your group function as a team or as individuals?
Assessment criteria: (what will tell you this community builder was successful?)
- The teacher will know if the Community Builder was successful by how the different teams collaborated together. The teacher will also get an indication of how the Community Builder went by the answers that were given to the questions from the different groups and their members. The teacher will also know how the activity went by observing how the groups worked together. Did each group work as a team as the activity had called for?
Community Builder #4 Scavenger Hunt
Purpose: Why are we doing this?(learn more about one another? Show value of cooperation? Have fun together? Work together toward a mutual goal? Review content together?
The purpose of this Community Builder is to preview, review, and/or expand on a particular topic. A second important purpose of this activity is to demonstrate to the students that as a class, they know a lot about a specific topic. For example, the students have been struggling to learn about the Civil War. This activity is designed to help show them that they know a great deal more than they think they do. Scavenger Hunt also has the added benefit that it incorporates movement. So, students are able to get up and out of their seats and learn at the same time.
Materials: The teacher will need a prepared set of questions on a particular topic. For example, questions about the Civil War.
-Question sheets for each student.
Social skills taught, modeled and practiced:
- Each student will have fun with this activity. They are able to preview, review and learn a bit more about a topic while having fun doing so. Since this activity incorporates movement, students will be more likely to participate and enjoy themselves.
- This activity involves whole class participation.
Arrangement of students:
- Students will need to be in table groups or teams, they will need to be in groups to discuss their work after the scavenger hunt.
- Individually, students will read through the questions, select one for which they will be the expert. They then need to answer that question on their sheets. As an alternative, the teacher may assign a specific question to each student or have them draw a question number from a hat.
- The teacher may want to initial the answers before beginning the hunt in order to ensure that a “virus” does not spread around the room.
- Students may use all the people and materials in the room as resources to obtain the rest of the answers. Students may obtain one answer from each person they ask.
- Obtaining answers can be done from one person to another , but the “third party” and middle person should be prepared to fully explain any answer. The name the student lists as a resource is the person from whom they obtained the actual answer.
- When time is up, all students must return to their table groups or teams, verify answers, and complete any unfinished answers.
- Only unresolved issues need to be discussed with the entire class.
Modifications for students with special needs:
- Students with special needs may write their answers, questions, problems on a sheet of paper, and ask a group member to write them on the proper chart paper especially if they are physically disabled, have vision difficulties, or low muscle tone in their hands and/or arms.
- Students with special needs may also receive help with following directions when playing Scavenger Hunt either from the classroom teacher, or from a special education aide.
- A student with special needs may also be assigned a volunteer partner to help them play the game correctly.
Reflection activity for students:
- Students will be asked to write a reflection journal about the Community Builder, Scavenger Hunt. In the journal, each student should write about if they thought the activity was useful to do to help them review. Students should also talk about how their groups worked together. Did your group function as a team or as individuals?
Assessment criteria: (what will tell you this community builder was successful?)
- The teacher will know if the Community Builder was successful
Community Resource Interview-Brain Injury Association
I interviewed Mary Sheridan from the Brain Injury Association of New York State. Mary is a F.A.C.T.S. coordinator for Onondaga County. F.A.C.T.S. stands for Family Advocacy Counseling Training Services. The interview took place over the phone on July 16th 2008, from 2:10 p.m. to 3:09 p.m.
The Brain Injury Association of New York State is an organization that supports individuals with brain injury and their families. They encourage injury prevention. The mission of this organization would be invaluable for future and current teachers. The Brain Injury Association is a non-profit organization that advocates for individuals with brain injury as well as their families.
1. Do you provide counseling for children who have a brain injury?
-Mary Sheridan provides counseling for the parents. Upstate Medical Center provides counseling for children. Upstate has a Concussion Management Program through T.N.Y. Concussion Sports. The hospital has neuro-psychological counselors as well.
2. Do you offer the family of the T.B.I. child counseling?
-Yes. Mary individually counsels family members. She is a F.A.C.T.S. Coordinator. F.A.C.T.S. stands for Family Advocacy Counseling Training Services.
3. Is there a nursery school program for a T.B.I. child in the Syracuse area?
-O.M.R.D.D. (Office of Mental Retardation & Developmental Disabilities) is a state program for mentally-retarded individuals and individuals with developmental disabilities. O.M.R.D.D. has a grant from the state that pays her to work. O.M.R.D.D. would be the place to ask about a nursery school program specific to individuals with T.B.I.
4. Do you have after-school tutoring available for a child with a brain injury who has a documented disability at the elementary level?
Mary encourages parents with a child with a brain injury to connect with the school. She teaches the parents to advocate for their child in terms of getting tutors for their child. She also encourages parents throughout the I.E.P. process. She strongly supports parents to send their child to summer programs to keep that child on task.
5. Is there appropriate daycare and after-school care agencies available for a child with severe T.B.I.?
There is not a specific program available right now.
6. Do you offer advocates to assist parents at special education meetings? OR During the identification process?
Mary assists parents in learning to advocate for their child. Dan Glauber at Upstate Trauma Center contacts schools from hospital after a child has suffered a brain injury. Dan pushes the schools to get home-bound tutors for the child for after they come home.
7. Can you offer advice if a T.B.I. child does not qualify for special education, but still has difficulty learning?
Mary does not know the specifics involving special education services. Mary advocates for structure at home. Parents need to structure their child’s day after the child has come home from the hospital. Mary tells parents not to overload the child initially.
8. For students with T.B.I. that are identified as having a learning disability that are looking to further their education is there help available to them to help in their search for an appropriate college to attend?
Mary advocates parents to see the social workers at Upstate Medical Center. Mary also says that students with T.B.I. should use tape recorders, note takers, and should receive extended time on assignments at school. She has directly helped some individuals with attending O.C.C.
9. Is there help finding appropriate employment for students with T.B.I. that do not plan on going to college?
Mary says that B.O.C.E.S. has a program. V.E.S.I.D. (Vocational and Educational Services for Individuals with Disabilities) helps individuals look for employment following high school. However, V.E.S.I.D. counselors are apprehensive about working with individuals with a brain injury. V.E.S.I.D. has job coaches available, but the program is under funded.
10. Do you provide workshops for students with T.B.I. to help them adjust to living on their own? OR adjusting to life after high school?
Mary helps parents help their child. She advises parents to keep notes on what is in the cupboards of their adult child’s home. Mary also advises parents to tell their children (adult) to get a watch so that they can set it for when they have to take their medication. Parents who have a child that has moved out, but then moves back in with the parents she tells the parents not to take over responsibilities of their child. Mary tells parents to remind their adult child of what happened previously when they try to move out again. There is an agency that exclusively assists with brain injured individuals, Community Options in East Syracuse. Mary tells parents to teach their child life skills.
A person with a brain injury is classified into two categories: mild and severe. Individuals with brain injury may have cognitive, physical, and psychological difficulties. Physical problems may involve ambulation, balance, coordination, fine motor skills, strength, and endurance. Cognitive functions may be affected in the areas of language and communication, memory, information processing, and perceptual skills.
A teacher who has a child in her classroom that has suffered a traumatic brain injury needs to be aware that they may learn differently. This child may have an I.E.P. and require special attention within the classroom. A child with T.B.I. may be able to learn the same information as their classmates, but it may take longer for them to absorb the information.
The number of students with traumatic brain injury who will need special education services is increasing. It is essential for special education to provide accommodations for children that are affected by traumatic brain injury. With the proper accommodations, a child with traumatic brain injury will be able to experience success within the classroom.