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RESPECTFUL DIFFERENTIATION

RESPECTFUL DIFFERENTIATION. Reference: Education For All , Ontario Ministry of Education, p.15. How do teachers create differentiated tasks for children?. Remember ,first, that good teaching benefits all children . When you teach effectively, the needs of most children will be met.

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RESPECTFUL DIFFERENTIATION

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  1. RESPECTFUL DIFFERENTIATION Reference: Education For All, Ontario Ministry of Education, p.15

  2. How do teachers create differentiated tasks for children? • Remember ,first, that good teaching benefits all children. When you teach effectively, the needs of most children will be met. • Be clear about whether you are attempting to accommodate the child’s needs or modify program to meet the child’s needs.

  3. Follow the path… • Structure every lesson to move from: * giving students a reason to attend to you (Motivation/Hook) * modeling and anchoring what they should do (New Learning) * providing strongly scaffolded practice (Consolidation) * providing age appropriate independent practice (Application) with tasks that students will value (“respectful tasks”)

  4. EDUCATION FOR ALL, p. 15 • The point of this entire document is to remind teachers that good teaching is good teaching, is good teaching…

  5. ACCOMMODATION AND MODIFICATION • Accommodation means to provide assistanceand materials for the child to help him/her be successful at meeting the same expectations all other children are meeting. • Modification means to change the expectations for the child’s program, usually by reaching back to previous grades to ensure that bridges are built to support learning that has been missed.

  6. CONTENT, PROCESS, AND PRODUCT • EDUCATION FOR ALL shows three ways to accommodate or modify the expectations for students’ success: * change the content * change the process * change the product

  7. Which one is which?

  8. Looking at this through the Phases of Instruction

  9. Let’s try it! • Select an expectation from any subject, at any grade level. • Write the expectation at the top of a page. • Copy the chart as on Slide 9. • Plan steps for each phase of instruction and for each type of accommodation ( process, product) and modification ( content).

  10. Here’s an example!Expectation: Grade 5 Language: Students will be able to communicate ideas and information for a variety of purposes ( e.g., to present and support a viewpoint) and to specific audiences ( e.g., write a letter to a newspaper stating and justifying their position on an issue in the news.)

  11. CONTINUED…

  12. Now it’s your turn! • Return to Slide 9 and follow the steps. • Be prepared to share this in a small or large group.

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