Acting Gods, Playing Heroes, and the Interaction between Judaism, Christianity, and Greek Drama in the Early Common Era

Cover
Half Title
Title Page
Copyright Page
Contents
Part I: Introduction
Introduction
1. What We Believe about Teaching Math to Neurodiverse Students
	The Role of Math Instruction
	Instruction for Students with IEPs
	Bridging Two Worlds of Pedagogy
	Using this Book
	References
Part II: Before the Instruction Begins
2. Student Strengths, Needs, and Goals
	IDEA Areas of Disability
	Cognitive Abilities
		Crystallized Intelligence
		Fluid Reasoning
		Short-Term Working Memory
		Long-Term Retrieval
		Visual Processing
		Processing Speed
	IEP Goals
	Identifying Student Strengths
	References
3. Student Readiness
	Pre-assessment
	Prerequisite Knowledge
		Essential Concepts for Upcoming Instruction
		Specific Information for Today\'s Task
		Just-In-Time Knowledge
	Accessibility
	References
4. Crafting Learning Targets
	Breaking Down Math Standards
	Defining Mastery
	Guiding Instructional Design
	Reference
5. Planning Differentiation
	Anticipating Challenges
	Flexible Tasks
	Planning for Differentiation
	Universal Design for Learning
	References
Part III: During Instruction
6. Classroom Structures
	Teacher Roles
	Classroom Structures
		Parallel Teaching
		Alternate Teaching
		Station Teaching
	Suggestions for Planning
	Reference
7. Accommodations and Modifications
	Adjusting for Student Need
	Accommodations vs. Modifications
	Common Math Accommodations & Modifications
8. Graphic Organizers
	High-Impact Graphic Organizers
	Instruction for Graphic Organizers
		Teach Students How to Use the Graphic Organizer
		Practice using the Graphic Organizer to Solve Problems
		Help Students Identify When to Use the Graphic Organizer
		Make the Graphic Organizer Easily Accessible
	Removing the Scaffolds
	References
9. Memory and Retention
	Anchor Activities
	Neurodiversity and Memory
	Vocabulary
	References
10. Questioning
	References
11. Manipulatives
	Common Math Manipulatives
	Effective Practices
	Developmental Progression
Part IV: After the Instruction
12. Assessment
	Informal Assessment
	Teacher Observations
	Questioning
	Written Checks for Understanding
	Formal Assessment
	Reference
13. Testing Accommodations
	High-Impact Testing Accommodations for Math
		Rewording and Chunking
		Eliminating Distracting Information
		Inserting Diagrams
		Providing Graphic Organizers and/or Formulas
		Begin and End with the Question
		Writing in the Second Person
		Oral Administration
	Reference
14. Data Analysis
	Student Self-Analysis
	The Value of Student Work Samples
	Identifying Themes
	Reference
15. Intervention