Lauren Eckard

In this section, I refreshed on the think pair share technique. It is easy to fall into the habit of whole class open ended questions but think pair share can be useful for deeper engagement.

I learned the different classifications of questions and the value of posing your questions as open ended questions.

I intend to use more think-pair-share in my instruction. I think this will be beneficial for all students but especially students with ASD.

Like others have said, IEP's do not carry over into college. This makes finding supports that work for the student and student advocacy that much more important and valuable.

This module reminded me to focus on the learning, not necessarily perfection of the assignment.

I like the idea of an entrance ticket. Exit slips are constantly suggested and reinforced but using an entrance slip at the beginning of class to reinforce learning from the previous day helps give me data and drives my instruction for the day.

I really enjoyed reading the different sentence stems. I plan to use them as a bell ringer from the lesson the day before.

I found the section about de-emphasizing grades important but still validating. Students often tie the importance to a grade but productive talk can be just as important without the grade.

One thing I learned is that students with ASD and Aspergers have learned to cope with their tendencies. This leads to students being withdrawn from their peers or sometimes slipping by unnoticed. As a teacher, it is important for me to notice these signs and adjust accordingly.

I have learned that ASD is so much more than what meets the eye. It was very surprising to me that ASD is related closely with gastrointestinal issues.