Diana Browning Wright, Teaching and Learning Trainings, 2003 Website: .

Diana Browning Wright, Teaching and Learning Trainings, 2003Website: http://ahaa.tusd.usWebsite: http://ahaa.tusd.us

Diana Browning Wright, Teaching and Learning Trainings, 2003

Agenda

Differentiated Instruction

Grid of 9 Adaptations

“Fast Facts” on Students

Activity: “Kids in the Grid”


The AHAA Project

The AHAA team represents…

Exceptional EducationProfessional Development & AcademicsAfrican American StudiesEducational TechnologyAsian American StudiesMexican American/La Raza StudiesEarly Childhood Education

Arizona High Achievement for All


“Objectives”

To raise awareness that the utilization of differentiated instruction is a necessary tool in ensuring all student’s mastery of academic standards (effective teaching).

Develop familiarity with the “Grid of 9 Adaptations” to frame accommodations and modifications for students.

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.


What does differentiated instruction mean to you?


Think about a time you’ve needed support in your teaching. What kinds of supports were there?


How We Teach Makes A Difference!


Least-Effective Teaching

Presenting large amounts of material at a time

Failing to guide student practice Giving little time for student processing of

the new material Expecting all students to get new material

the first time Failing to prevent students from

developing misconceptions



Most-Effective Teaching

Presenting smaller amountsof material at any time

Guiding student practice as students worked problems

Providing for student processing of the new material

Checking the understanding of all students Attempting to prevent students from

developing misconceptions



Ponder This

When instruction is delivered by “Most-Effective Teachers”…

how many students will still need further “Accommodations or Modifications”?


Most-Effective Teachers



Accommodations/Modifications

Accommodations Modifications


I.D.E.A. 1997 Reauthorization specifies (300.342(b)(3)) that the public agency shall ensure... each teacher and provider is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.

Legal Justification

Accommodate, Modify, and Support


Adaptations Accommodations

Grading is same

Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.

Changes are made in order to provide equal access to learning and equal opportunity todemonstrate what is known.

Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.

Changes are made to providestudent meaningful &

productive learning experiencesbased on individual needs &

abilities.

Grading is different

Modifications(Applies to students with

severe disabilities)


Section 504

Section 504 protects the rights of students with disabilities, ensuring that free appropriate public education will be provided to each qualified student with a disability.

Under Section 504, a student may be considered disabled if he or she:

has a mental or physical impairment which substantially limits one or more of such person's major life activities.

has a record of such an impairment.

is regarded as having such an impairment.


Who Deserves Accommodations!

Quantity*Quantity* Time*Time* Level of Support*

Input*

Alternate Goals

Difficulty

Participation*

Output*

Substitute Curriculum

Adapt the way instruction is delivered to the learner.

For example:Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups.

Adapt the number of items that the learner is expected to learn or complete.

For example:Reduce the number of social studies terms a learner must learn at any one time.

Adapt the time allotted and allowed for learning, task completion, or testing.

For example:Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.

Increase the amount of personal assistance with a specific learner.

For example:Assign peer buddies, teaching assistants, peer tutors, or cross age tutors.

Adapt the skill level, problem type, or the rules on how the learner may approach the work.

For example:Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.

Adapt how the student can respond to instruction.

For example:Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials.

Adapt the extent to which a learner is actively involved in the task.

For example:In geography, have a student hold the globe, while others point out locations.

Adapt the goals or outcome expectations while using the same materials.

For example:In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well.

Provide different instruction and materials to meet a learner’s individual goals.

For example:During a language test one student is learning computer skills in the computer lab.

Nine Types of Curriculum AdaptationsNine Types of Curriculum Adaptations


Group Activity

In groups of 2-4, match the student to the adaptation.


Adaptation Exercise Alicia is an 8th grade student who is easily distracted. She

can stay focused for short periods of time, but when a lengthy assignment is given she will fade out and not complete it. She is not a behavior problem. When Alicia is assigned 20 math problems she will usually stop at ten. However, she shows mastery of the material with those 10 problems. When graded for 20 problems she will fail because she will only have only completed 50%. Her grade will not reflect that Alicia has met the standard. What adaptation can an effective teacher use to ensure Alicia’s grades reflect that she has met the standard?


Adaptation Exercise

Jacob is a diligent, hard worker whose grades matter very much to him. He stays focused and on-task, but many times he cannot finish the work in the time allotted. He understands the material well, but when graded on work completed in a specific time period it will appear he has not mastered the standard. What adaptation can an effective teacher use to ensure that Jacob’s grades reflect that he has met the standard?


Adaptation Exercise

It’s hard for Hector to concentrate when the teacher is giving direct instruction in front of the room. He needs to be doing something active to stay focused. During a lesson on map reading, what adaptation could an effective teacher use to ensure that Hector stays focused and learns the material?


Adaptation Exercise

Matthew is a student with a visual impairment who has difficulty reading student text. He is attending a marketing class and the textbook has many graphs with small numbers and words. What adaptations can his teacher make to ensure that Matthew is successful at mastering the standard?


Adaptation Exercise

James, is a student who is severely developmentally delayed and is fully included in an automotive class. While other students are exploring the “electrical current theory”, James is developing skills according to functional standards by color matching pegs to wires. What adaptation is the teacher using with James so he is successful?


Adaptation Exercise

Terri, a student with learning disabilities in a CISCO networking class, has difficulty processing information into long-term memory. She is asked to troubleshoot a network diagnostic problem from memory with the rest of the class. What adaptation should be made so Terri masters the standard?


Adaptation Exercise

Zach has ADHD and has serious problems staying focused and on-task. He will begin a task, but very quickly will lose his focus and become disruptive. When his behavior is pointed out to him, he can redirect his attention and continue with the task. What adaptations can his teacher make so that Zach can be successful in mastering the standard?


Adaptation Exercise Sarah has great difficulty with written

assignments. When asked to demonstrate by written work, her reading comprehension of the content material, Sarah will not do it. However she is very verbal and when asked to tell about what she has read, she responds articulately and shows comprehension of the material. Sarah is also very artistic and creative. What adaptation could the teacher make so that Sarah can demonstrate mastery of reading comprehension?


Adaptation Exercise

Beth is a student with Developmental Disabilities. She is fully included in general education classes, but is unable to grasp all the concepts required in her math class. What adaptations could her math teacher make so that Beth can demonstrate mastery of the math standards?


Group Activity 2: “Kids in the Grid”

Now,in this next exercise write each student’s name on the blank grid of 9 adaptations under the type of adaptation you believe the example best illustrates.


People react in different ways when they find out a student

in their class needs accommodations...


“Fast Facts” (Know your student)

In your handout is an example of a “fast fact” synopsis of a student and his completed grid of 9. A Fast Fact is summary of a student describing past challenges and successes.

“Fast Facts” concept: Dr. John Cressey


Putting it all TogetherPutting it all Together Goal: To remove barriers to Goal: To remove barriers to

learning the material and to learning the material and to demonstrating mastery.demonstrating mastery.

Standards are substantially the Standards are substantially the same for all; outcomes will vary.same for all; outcomes will vary.

Modifications will fundamentally Modifications will fundamentally change the standard.change the standard.

Website: http://ahaa.tusd.usWebsite: http://ahaa.tusd.us


I have come to a frightening conclusion.I am the decisive element in the classroom.It is my personal approach that creates the climate.It is my daily mood that makes the weather.As a teacher I possess tremendous power to make a child's life miserable or joyous.I can be a tool of torture or an instrument of inspiration.I can humiliate or humor, hurt or heal.In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized.

Haim Ginott

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Diana Browning Wright, Teaching and Learning Trainings, 2003 Website: .

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