SpeechPathology.com Phone: 800-242-5183


Therapy Source Career Center - June 2019

Using Mini Lessons to Teach Common Core

Jennifer Preschern, MA, CCC-SLP

October 19, 2015

Share:

Question

Do I need to get the principal’s permission before doing in-class mini lessons with students?

 

Answer

Absolutely.  Always talk to the principal before doing in-class mini lessons.  Share your information with the principal.  For example, share the common core standards for the lessons you are going to be doing to show the benefit for your students.  The principal will most-likely have three questions for you: “Why do you want to go into the Gen. Ed. room?” “What are you going to do there?”, and “How is that going to impact your students?”  You can explain that the mini-lessons will help the students because you are creating strategies that will be shared across the building.  How are you going to do it? Show the principal the mini lesson schedule.  The principal will most-likely agree to doing the mini lessons as long as it does not cost more money or require your principal to do something.  

Jennifer Preschern holds a dual masters degree in Speech Language Pathology and Learning Disabilities from Northwestern University. She also holds a school administration certification from Loyola University.  Her professional expertise is putting language/literacy research into practical application for linguistically and socioeconomically diverse public school settings. 


jennifer preschern

Jennifer Preschern, MA, CCC-SLP

Jennifer Preschern holds a dual masters degree in Speech Language Pathology and Learning Disabilities from Northwestern University. She also holds a school administration certification from Loyola University. She has worked as a speech-language pathologist in the public school system and as a language/literacy consultant. She also has experience as a language/literacy teacher in Linz, Austria at a bilingual public school. Her professional expertise is putting language/literacy research into practical application for linguistically and socioeconomically diverse public school settings. 


Related Courses

How to Write SMARTER IEP Goals: Strategies for SLPs
Presented by Kelly Ott, M.Ed, MHS, CCC-SLP, Lara L. Wakefield, PhD, CCC-SLP
Video

Presenters

Kelly Ott, M.Ed, MHS, CCC-SLPLara L. Wakefield, PhD, CCC-SLP
Course: #6683Level: Intermediate1 Hour
  'It was a wonderful refresher on IDEA federal mandates as these pertain to IEP goal writing and helpful to have a mnemonic reviewed/explained to assist with supporting best practices'   Read Reviews
The acronym S.M.A.R.T.E.R. can be used as a mnemonic to assist SLPs with writing Individualized Education Program (IEP) goals that align with federal and state mandates. This course explores the following concepts of the mnemonic: Specific, Measurable, Attainable within a year, Research-based, Teachable with cues and strategies, Evaluated and communicated to parents, and Relevant to common core or state standards. Examples of SMARTER IEP goals will be provided in the course to demonstrate how to use the mnemonic for best practices.

Build and Generalize: Strategies for Systematic Language Instruction for Early Learners with Autism and Other Complex Communication Disorders
Presented by Rosemarie Griffin, MA, CCC-SLP, BCBA
Video

Presenter

Rosemarie Griffin, MA, CCC-SLP, BCBA
Course: #8220Level: Intermediate1.5 Hour
  'Engaging presentation style'   Read Reviews
In this course, participants will learn the scope and sequence for systematic language instruction for students with autism and other complex communication disorders. Videos and images will be used to illustrate these concepts.

Supporting Children of Poverty: Special Considerations for the School-Based SLP
Presented by Angie Neal, MS, CCC-SLP
Video

Presenter

Angie Neal, MS, CCC-SLP
Course: #8735Level: Introductory1 Hour
  'Being informed about populations regarding their vocabulary'   Read Reviews
This course will provide SLPs with a critically important view of how and why poverty has a tremendous impact on both language learning and academic success. Key strategies for working with school teams and conducting therapy will also be shared.

Relationships between Language and Executive Functions: Planning and Regulating
Presented by Jill K. Fahy, MA, CCC-SLP
Video

Presenter

Jill K. Fahy, MA, CCC-SLP
Course: #8998Level: Intermediate1.5 Hour
  'Tons of great information, organized and clear'   Read Reviews
This is Part 2 of a two-part series. This course will detail the relationship between language and executive functions (EFs), and the nature of EF deficits in children with language disorders. The use of inner speech and self-talk to regulate behaviors and efforts, and the use of complex syntax as a tool to reason, plan, predict, and solve will be discussed. Additionally, the course will describe the use of hands-on problem solving, Socratic questions, and discovery learning to elicit language-based EFs. (Part 1: Course 8993)

20Q: Practical Strategies for Serving Students in Poverty with Potential and Identified Developmental Language Disorder and Their Families
Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Text

Presenter

Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Course: #8500Level: Intermediate1 Hour
  'I enjoyed the specific examples to give to care givers'   Read Reviews
This course is geared toward SLPs who provide services to children from low-income backgrounds and their families. The course shares practical strategies for helping these children increase their language skills, both oral and literate, as well as increase their executive functioning skills, for a more successful future.