Module 5 Ancillaries
For detailed information about each type of ancillary resource below, read the Ancillaries Guide.
Alignments
The following InTASC specific standards are covered in Module 5: 1c, 7e, 7m, 8m, 10d, 10n, 10q
Module 5 Ancillary Alignments
| Item Type | Item Name | Alignments |
|---|---|---|
| Activity | M5: Collaborative Problem Solving | 7e, 10q |
| Activity | M5: IEP Communication Bingo | 1c, 7e, 7m, 10d |
| Activity | M5: Just One Thing | 1c, 10q |
| Activity | M5: Respond to an Angry Email | 10n |
| Activity | M5: What is Collaboration? | 7m, 10d |
| Assessment | M5: Propose an IEP Change | 1c, 8m, 10d |
| Interactive | 5.1 Communication and Culture Basics | 1c, 8m, 10n, 10q |
| Interactive | 5.1 Self-Discrepancy Theory | 10n |
| Interactive | 5.1 Cultural Dimension Theory | 8m, 10n, 10q |
| Interactive | 5.1 Ecological Systems Theory | 8m, 10n, 10q |
| Interactive | 5.2 High-Leverage Practices for Students with Disabilities: Collaboration | 1c, 7e, 10d |
| Interactive | M5: IEP Communication Bingo | 1c, 7e, 7m, 10d |
| Video | How Culture Drives Behaviours | 10n, 10q |
| Video | A Tale of Two Conversations: Take One | 10n |
| Video | A Tale of Two Conversations: Take Two | 10n |
| Video | Ensuring Equity: Engaging Families Using Culturally Responsive Practices | 1c, 7m, 8m |
| Video | IEP Meetings - Core Components and Key Considerations | 1c, 7e, 8m |
| Video | IEP - Profile Page - Student Preferences and Interests | 1c, 7e |
Use the search function in the upper right corner of this table to filter for a specific InTASC standard.
For each module within this course, we offer a variety of ancillary materials: activities, assessments, H5P learning objects, and additional external resources. We wanted to make it easy to import the textbook materials over into your own Pressbook for students to use, without having to remove non-textbook materials manually. Since we intend for instructors to pick and choose from the buffet of aligned resources, we anticipate that you will not be importing all of the below ancillary materials; further, we assume that you will want to choose exactly where to offer those ancillaries you do choose (within your institution’s LMS, at the end of your version of this Pressbook, etc.).
Instructions on how to import items into your own Pressbook are available in the Instructor Guide. If you wish to import items into your LMS, you can
- Cut and paste directly from a Pressbook chapter
- Download files (Word documents, H5P files, and more) to add into the LMS either as attachments or direct embeds/pasting into a content page
- Download the Common Course Cartridge for this course, available in the Instructor Guide, and then select which items you’d like to import into the LMS.
Performance. The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.
Performance. The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
Knowledge. The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
Knowledge. The teacher understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self expression, and build relationships.
Performance. The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
Knowledge. The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
Disposition. The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
