3rd Grade Professional Development Professional Development

This guide was created for parents/guardians, general education teachers, and providers that may work with a child who is hard of hearing or Deaf.

This document covers the following:

• what hearing loss is
• wearing hearing aids and cochlear implants - users can wear one hearing aid and one cochlear implant, one hearing aid, etc.
• what hearing aids and cochlear implants are and how this relates with the outer ear, ear canal, and eardrum. This product also explains what the cochlear and auditory nerve are.
• This product review the three main parts of hearing aids - microphone, amplifier, and speaker.
• What hearing aids are and what they are not will be reviewed in this product as well.
• The parts of a hearing aid and the parts of a cochlear implant are reviewed.
• The differences between a cochlear implant and a hear aid are reviewed.
• Sound fields and FM systems (frequency modulated system) are reviewed.
• Hearing tests and who sees someone for a hearing test.
• The decibel scale is reviewed.
• The importance of protecting your ears.

You may also be interested in this product:

A Guide to Understanding the IEP

https://www.TeachShare.com/Product/A-Guide-to-Understanding-the-IEP-9875413

Teacher Appreciation Week: Introducing these hilarious & light-hearted Funny Teacher/Staff Award Certificates. This pack is a must have for anyone looking to add some fun and laughter to their end of year celebrations or staff appreciation events. With a total of 48 different awards, this pack has something for everyone, from teachers and principals to coaches and secretaries. Show your appreciation in a memorable and light-hearted way with these certificates that celebrate the quirks and talents of your amazing staff. Get ready for a day of laughter and applause as you hand out these unforgettable awards. Download, print and add the perfect finishing touch by laminating these hilarious award certificates.

Recognize the tech-savvy genius with The Tech Troubleshooter award, honoring the staff member who can effortlessly navigate the digital world and solve any technological hiccup that comes their way. Present The Snack Master/Mistress Award to the staff member who always keeps their desk stocked with delectable treats. Celebrate the staff member who seems to have an unending reservoir of energy with The Energizer Bunny Award. The Grammar Guru certificate is the perfect recognition for the staff member who has an eagle eye for grammar. With 48 unique and funny awards like these, the Funny Teacher/Staff Award Certificate Pack is sure to bring laughter and joy to your school or workplace.

*Team Player Award & Best Attendance Award recently added!*

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Kagan believes that groups of four students are optimal. Let's face it, forming good cooperative learning teams can be a chore. Not anymore! To create effective teams, we must juggle a lot of variables: We want teams of four, but must form some teams of three or five to handle "extra" students. We want two boys and two girls per team, but when we run out of balanced sex teams we want same sex teams so the solo boy or girl is not given too much or too little attention. We want a high, high-medium, low-medium, and low ability student on each team to optimize tutoring and achievement. Creating teams can be a brain-racking, time-consuming process. This can be a helpful solution without making everything from hand or buying thier useful, but expensive software.

Each group should have two boys and two girls. This isn't always possible so I do as many as I can and then make all boy or all girl teams. If there is an odd number of students in the class then there will be a group of five or sometimes two groups of three with the remaining groups having four students. I did vary this last year with a couple of students that were boys. They were non-stop off task students when with another boy so they were placed in groups of all girls. Those girls kept them in line and they definitely had better behavior to impress the ladies. (This was not a Kagan suggestion. Just something that worked for me.)

To create my groups I needed my class rosters, the list with student Civics EOC scores, a pile of these cards that I printed on cardstock and color pencils that match the colors of the groups.

On the top of the index card I placed the student's name and their Civics EOC and reading scores and if they were a second language learner. With my second language learners, I place another student who speaks the same language if possible.

Next, I placed all of the index cards in order according to math Civics EOC scores from highest to lowest. The I divided the index cards into 4 groups, HIGH, HIGH MEDIUM, LOW MEDIUM and LOW scores.

Each group has one of each level student. Take a card from each of the groups of index cards and you have your teams.

On each index card I use a colored pencil to mark the team the students are placed in. In my classroom I have different colored stars above each of the team's, yellow, green, red, purple, pink, orange, blue and salmon. By placing the colors on the index cards I can make sure that when I change groups the students aren't place with the same peers again.

When placing the students in the groups you have them seated like this:

LOW MEDIUM LOW

HIGH HIGH MEDIUM

The high student next to the low medium can help that student when they work as shoulder partners and the high medium can help the low student in their understanding. Also having students with similar levels across from each other helps them to feel comfortable with students who are closer to their levels when working as face partners. I always had these students sitting next to each other but staggered the arrangements in the groups so they couldn't figure out who was the low or high one in each team. Groups should be changed about every six weeks.

There are desks not tables in my room which works out very well. When they take assessments I have them move to rows. We practice this the first week of school. I also noticed when I lecture they didn't pay attention so now when I lecture I have them facing forward and not in groups. (I don't lecture too much but when I do this seems to work for my kids.) It will be interesting having students this year who know the Kagan structures and expectations.

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