Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2e Peterson / Hittie ©...

Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie

© 2010 Pearson Education, Inc.All rights reserved.

Chapter 11 Inclusive Academic Instruction, Part I

Plan Inclusive Lessons and Units


© 2010 Pearson Education, Inc.All Rights Reserved.2

Donald Participating in an Inclusive Class

Donald uses alternative communication tools with help from his friends

Sylvia helped Donald with the maps project

A class discussion about diversity - student said they have learned much from having Donald in the class

They were experiencing diversity and learning how lessons can be structured for people with a range of abilities



SYDNEY’S MOOSE PROJECT





PROJECT RUBRIC



INTERNET RESEARCH



First Draft of Report



Final Report



HAVING SUCCESS!



2nd Draft

MOOSE POEM



By Sydney Jones



Sydney’s letter to her teacher



Sights to SeeLearning Styles and Assistive Technology

Knowing How You Learnwww.edutopia.org/knowing-how-you-learn

The Sound of Learning: Albano Berberi

www.edutopia.org/assistive-technology-albano-berberi-video



Disabled Curriculum and Instruction‘Official’ and ‘Classic’ Theories of Learning

The factory model of schooling is still with us! Kids in rows, lectures, worksheets, multiple choice tests

Official theory of learning - hard work, dependent on rewards and punishment, individual, easily forgotten

Classical theory of learning - we are always learning, effortless, being with others to learn, authentic.



Disabled Curriculum and InstructionProblems with the Official, Traditional Approach to Learning

Emphasis on memorization engenders little understanding, leading to shallow understanding and lack of motivation

Mastery and use of skills seen as separate disconnecting students from the real world

Teaching materials (textbooks) at one level, thus frustrating to many students

Students are largely in passive roles (eg. listen to a lecture)

Instruction is seen as an individual enterprise and get in trouble when they interact with others

Students make trouble to make the class more interesting

Assessment and evaluation is based on low levels of skills that don’t require real understanding



WHAT HELPS STUDENTS LEARN & WHAT TEACHERS DOFEEDBACK FROM STUDENTS

Statement % Who SayWould be

Helpful

% Who SayTeachers Do

Tries to make lessons fun and interesting. 78 24Is enthusiastic about the subject they teach. 71 29Knows a lot about the subject they teach. 71 46Treats their students with respect 69 41Gives students a lot of individual help. 69 31Uses hands-on projects and class discussions. 67 22Explains lessons carefully. 66 33Challenges students to do better. 66 33Cares about students. 64 30Knows how to handle disruptive students 46 29



Three Fundamental Approaches to Instruction

1. Lecture - test - worksheet

2. Direct instruction - direct teaching of skills out of the context in which they are used

3. Workshop learning - involving students in authentic, real world activities investigating critical questions, creating products to demonstrate learning



WHAT TO LOOK FOR IN A CLASSROOM 1(Alphie Kohn, 1998. Used with Permission.)

Good signs. Possible reasons for concern.

Furniture 8 Chairs around tables to facilitateinteraction.

8 Comfortable areas for learning.

8 Desks in rows or chairs all facing forward.

Walls. 8 Covered with student projects.8 Evidence of student collaboration.8 Signs, exhibits, or lists created by

students rather than teachers.8 Information about, and mementors

of, those who spend time togetherin the classroom.

8 Bare.8 Decorated with commercial posters.8 Lists of consequences for misbehavior.8 List of rules created by an adult.8 Stick or star chart or other evidence that students are rewarded or

ranked.8 Student assignments displayed but they are (a) suspiciously flawless, or

(b) only ‘ the best’ students’ work, or (c) virtually all alike.Sounds. 8 Frequent hum of activities and

ideas being exchanged.8 Frequent periods of silence and/or teacher’s voice the loudest or most

often heard.Location ofteacher.

8 Typically working with students sothat it takes a moment to find.

8 Typically front and center.

Teacher’svoice.

8 Respectful, genuine, warm. 8 Controlli ng and imperious.8 Condescending and saccharine sweet.



WHAT TO LOOK FOR IN A CLASSROOM 2

Good signs. Possible reasons for concern.

Studentreaction tovisitor.

8 Welcoming and eager to explain ordemonstrate what they are doing orto use the visitor as a resource.

8 Either unresponsive or hoping to be distracted from what they are doing.

Classdiscussion.

8 Students address one anotherdirectly.

8 Emphasis on thoughtfulexploration of complicated issues.

8 Students ask questions at least asoften as the teacher.

8 All exchanges involve (or directed by) teacher. Students wait to becalled on.

8 Emphasis on facts and right answers.8 Students race to be first to answer teacher’s “Who can tell me?” queries.

Tasks. 8 Different activities take place atthe same time.

8 All students usuall y do the same thing.

Around theschool.

8 Inviting atmosphere.8 Students projects fill hallways.8 Bathrooms in good condition.8 Faculty lounge warm and

comfortable.8 Offic e staff welcoming toward

visitors and students.8 Students helping in lunchroom,

library, and with other schoolfunctions.

8 Stark, institutional feel.8 Awards, trophies, and prizes displayed, suggesting emphasis on triumph

rather than community.



Brain-based LearningKey Understandings About Learning and the Brain

• The brain simultaneously makes connections between multiple ideas and engages in many activities and thought processes at once

• The brain processes parts and wholes at the same time

• The search for meaning is fundamental

• Emotion and cogntive learning are hard-wired



1. Ensure a state of relaxed alertness in a challenging but non-threatening environment. Ensure a state of relaxed alertness in a challenging but nonthreatening environment.

2. Orchestrate immersion in complex experience

3. Continuously engage in active processing of experiences to consolidate emerging mental models.

Brain-based LearningKey Practices



Emerging Standards For Teaching & Learning

We need MORE . . . • Hands-on, experience- based learning• Active learning -- students moving, talking. • Real books, authentic

experiences• Deep thinking. • Choices & democracy -- students help make decisions about the class. • Collaborative, cooperative

work. • Heterogeneous grouping. • Building sense of community.

We need LESS . . . • Lecture, whole class.• Passivity -- “sit, listen,

be quiet, do your work.• Worksheets, basals,

dittos, textbooks. • Rote memorization.• Tracking, ability grouping.• Competition. • Standardized tests. • Emphasis on grades. • Focus on compliance.



Culturally Responsive Pedagogy

1. Positive perspectives on parents and families

2. Communication of high expectations

3. Learning within the context of culture

4. Student-centered instruction5. Culturally mediated instruction6. Reshaping the curriculum -

meaningful, student-centered, and interdisciplinary

7. Teacher as facilitator



Universal Design for Learning

1. Use multiple ways to present information

2. Provide multiple pathways for students’ action, expression

3. Provide multiple ways to engage students including collaborative, interactive structures



Differentiated Instruction

1. Content2. Process (of accessing

information)

3. Product (ways in which learning is demonstrated)

Based on the students readiness, interest, and learning profile



Authentic Multilevel Instruction

1. Authentic2. Engaging higher order

thinking3. Inclusive4. Multi-level5. Multi-modal6. Scaffolding7. Guided student

leadership and direction8. Evaluation based on

learning and growth



CHAMPIONS OF INCLUSION COLLABORATE with others to maximize students’ development

Some examples Classmates who meet with Sammy (who has lost some

mobility from an accident in his friend’s car) to discuss ways of supporting him

The special education teacher who designs adapted activities for an astronomy unit with the grade 4 teacher who includes students with various disabilities

The early childhood teacher who discusses with her part time teacher’s aid better ways of engaging with Keisha (who is nonverbal) in play activities

Carlos (who is a blind high school student) who volunteers to tutor a struggling grade 2 reader in an after school program using appropriate level print Braille books



Steps for Planning Authentic Multilevel Instruction Units and Lessons

Step 1: Select an authentic, interdisciplinary theme

Step 2: Develop multilevel learning goals

Step 3: Design product, assessment, and evaluation

Step 4: Engage students in authentic multilevel learning activities using workshop-based learning

Step 5: Differentiate lessons for individual students



Step 1. Select an Authentic, Interdisciplinary Theme

Theme - a unifying topic regarding something in the real world

Authentic - engaging students in tasks related to real life. Two key aspects:

1. Topic of focus - of interest in the real world

2. Method of engaging students - real audiences, people involved in the topic, real places



Advantages of Authentic Learning

Promotes higher-order thinking

Seeks depth of knowledge (fewer topics are engaged in greater depth)

Engages students in connecting to the world beyond the classroom

Encourages student construction of knowledge



Examples of Interdisciplinary Authentic Lessons

A student interviews individuals he considers “heroes” and learns about their lives, developing written materials, a poster, a video, or another depiction

A student’s grandparents visit from a country that is in the midst of war. The class studies the country and class members write letters welcoming the grandparents to the United States.

A local industry has just closed, and many people have been laid off. At the same time a new shopping mall is opening and a high-tech industry is being built in a nearby town. A high school class studies why this is happening.



Strategies for Creating Interdisciplinary Themes

Consider: How long do you want your thematic lessons to last?

Focus on science and social studies for topics

Engage students in dialogue and discussion about their interests

When you have a topic, provide a short description

Use a curriculum web to show many sub-topics and how they relate to one another; use the web to link each of the subjects to the theme



Involve Students in Selecting Topics for Learning

Break students into pairs, have them interview each other, and publish the interviews as part of a class newspaper.

Ask students to interview their families and write “family stories” to share with the class.

Students create a scrapbook of their lives to introduce themselves to others.

Students reflect on what is going on in their lives, what questions they have about learning or their future, and create lists of things that puzzle them or worry them.



Why Multilevel Differentiated Instruction is Important

Working with students with diverse abilities is a learning challenge in its own right

Multilevel instruction assures that each student is challenged at their own level, minimizing both boredom and frustration and increasing learning outcomes

Beyond ‘grade level’ to personal excellence and ‘just right work’ for each student



Problems to Avoid in Designing Multilevel, Differentiated

Instruction

Don’t assign students to the level we think is theirs!! Design activities that allow functioning at multiple levels and students to settle to their own level of challenge

Don’t identify skills ‘all’ students will learn as a base. This too easily leads to the assumption that some students should not be in the class. Activities again show allow multiple levels of ability.



Step 2: Develop Multi-level Learning Goals

Three Steps

1. Identify the overall learning goal for the lesson or unit

2. State anticipated successful learning levels for students functioniong at the highest, middle, and lowest levels in the class

3. Consider alternative, adapted learning goals for students at the high and low ranges if needed



Keys for Good Multi-level Learning Goals

Focus on the higher levels of thinking in Bloom’s taxonomy

Higher level goals incorporate lower level abilities

Amazingly, higher level goals make it EASIER to have students function at multiple levels of ability

Because higher level goals can always be implemented at various levels of sophistication

You end up with higher levels of learning for ALL your students that is also more authentic and interesting!!



BLOOM’S TAXONOMY OF EDUCATIONAL OUTCOMES

Competence Skills Demonstrated

EVALUATION Presenting and defending opinions by making judgments about information, validity of ideas orquality of work based on a set of criteria.Question Cues assess, decide, rank, grade, test, measure, recommend, convince, select, judge,explain, discriminate, support, conclude, compare, summarize

SYNTHESIS Compiling information together in a different way by combining elements in a new pattern orproposing alternative solutions.Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, whatif?, compose, formulate, prepare, generalize, rewrite

ANALYSIS Examining and breaking information into parts by identifying motives or causes; making inferencesand finding evidence to support generalizations.Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select,explain, infer

APPLICATION Solving problems by applying acquired knowledge, facts, techniques and rules in a different way.Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify,relate, change, classify, experiment, discover

COMPREHENSION

Demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting,giving descriptions and stating main ideas.Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate,differentiate, discuss, extend

KNOWLEDGE Recalls facts, terms, basic concepts and answers.Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote,name, who, when, where, etc.



UNIT THEME: Human beings living in extreme conditions – space and deep in the ocean. Overall Learning Goal Understand the conditions under which plants can grow Learning Activity: small groups conduct a hydrophonic experiment (growing plants without soil as scientists are doing in space), record multiple data, and compare results of data from two different sources. Level 1. Help set up materials, work in a team Do basic recording of the responses of the plant.

Level 2. Learn how to work as a team. Plant seeds, record growth, and write simple conclusions.

Level 3. Learn to lea d a tea m . Plant seed s, record grow th , an d d o proje ctions of gr ow th .

Multi-level Learning GoalsExample from “Going to the Extremes” –

Jason Project



Design Needed Alternative Learning Goals and Expectations

Sometimes needed but should use as a last resort

Connect alternative goals as closely to the lesson as possible

Connect to individual learning goals such as IEP goals

Consider changes in: Amount or difficulty of work Additional guided practice provided Change pace of instruction Provide extra time



Help Students Understand Fairness

Fairness is NOT everyone doing the same thing and having the same expectations (in fact that is VERY Unfair)

Fairness is having everyone getting what they need to be successful

We teach students about multilevel functioning and how to support one another at their own level





Step 3. Design Product, Assessment, and Evaluation

Assess students to determine (1) what they learned and (2) how they best learn

Work collaboratively with specialists to engage in assessment

Assess the whole child - skills, content knowledge, social-emotional development, etc.

Design products students will develop that reflect learning



Assessment Tools

Portfolios Anecdotal records Rubrics Performance assessment Classroom tests Student-led conferences



Grading and Report Cards

Grade based on:

Effort

Growth and improvement

Reaching personal goals

Differentiating grading Based on IEP goals Improvement and effort (if these are not

used for all students) Additional projects for extra credit or an

honors program



Standardized Tests

Many problems are occurring with the increased focus on the use of standardized tests as the evaluation tool of schooling

If all students are to be measured by tests based on the general education curriculum, they must have access to that curriculum - thus strengthening the move to inclusive teaching

Other educators try to get such students out of their schools for fear they will bring down test scores



Standardized TestsBest Practices

Keep tests in perspective - using good multilevel teaching is the best bet for increasing test scores!

Prepare students for taking the tests - teach that tests are a unique genre; help students understand the tests and how to respond to them (See Calkins, et al book!)

Students with disabilities may have accommodations in taking the tests: Reading questions Someone else writes a response Visual aids Alternative formats fo the exam Allowing for breaks



Bumps in the Road

Segregated Functional Skills Training Rather than Education

• Curriculum based on ‘functional skills’ - personal hygiene, simple food preparation, sorting objects.

• Theory - academics aren’t valuable to these students; they need to learn community living skills in school

• Reality - People learn functional skills when they need them in real situations; evidence does not support effectiveness of functional skills; such programs further segregate students

• Functional skills can be learned in inclusive ways the way the rest of us learn At home and in the community when and

where skills are needed In inclusive school programs - cooperative

learning, school store, homemaking classes



Back PackUniversal Design for Learning

Center for Applied Special Technology

http://www.cast.org/index.html

Project Zerowww.pz.harvard.edu/index.cfm

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