Assistive technology for differentiated instruction
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Assistive Technology for Differentiated Instruction. Tyanne pethel ITEC 7530 Spring 2012. Essential Questions. How do we access critical information needed in order to address the needs of ALL learners?

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Assistive technology for differentiated instruction

Assistive Technology for Differentiated Instruction

Tyanne pethel

ITEC 7530

Spring 2012


Essential questions

Essential Questions

How do we access critical information needed in order to address the needs of ALL learners?

What are effective strategies we can employ in the design and implementation of differentiated instruction?


Who are our 21 st century learners

Who Are Our 21st Century Learners?

  • Students with exceptional needs

    • Physical disabilities

    • Cognitive differences

  • Students with instructional disabilities

  • English Language Learners (ESOL)

  • Accelerated learners (Gifted)

  • ‘Typically developing’ learners


What s the difference

What’s the Difference?

Accommodations change HOW a student learns:

are alterations in the way tasks are presented that allow children with disabilities to complete the same assignments as other students.

do not alter the content of assignments, give students an unfair advantage or in the case of assessments, change what a test measures.

make it possible for students to show what they know without being impeded by their disability.

Modifications change WHAT a student learns:

usually imply that curriculum is removed.

typically for students with significant intellectual disabilities.


The iep

The IEP

An Individualized Education Plan has specific accommodations required for each student.

To better understand the students needs, the teacher should refer to this website with definitions and suggestions for differentiating instruction.

Georgia Department of Education

IEP Forms and Quick Guide to the IEP

http://www.gadoe.org/ci_exceptional.aspx?PageReq=CIEXCSampleForms


Learning styles and multiple intelligences

Learning Styles and Multiple Intelligences

Understanding how students demonstrate their intellectual capacity is an important factor in designing instruction that will meet the specific learning needs of students.

The VARK Questionnaire, A Guide to Learning Styles

Designed for ages 12-18 years.

http://www.vark-learn.com/english/page.asp?p=younger


Differentiation the bottom line

Differentiation: The Bottom Line

Differentiated instruction is about using teaching strategies that connect with individual student's learning strategies.

The ultimate goal is to provide a learning environment that will maximize the potential for student success.

It's about being flexible and open to change.

It's also about taking risks and trying new and different teaching and learning strategies.

It's about managing instructional time in a way that meets the standards and also provides motivating, challenging, and meaningful experiences.


Quality lesson plans

Quality Lesson Plans

Objective:

Differentiate assignments and activities to provide access for ALL learners

Employs the principles of UDL (Universal Design for Learning)

Includes:

Multiple means of representation

Multiple means of expression and action

Multiple means of engagement


Resources

Resources

CAST

The National Center for Applied Special Technology

www.cast.org

Georgia Department of Education

http://www.gadoe.org/ci_exceptional.aspx?PageReq=CIEXCSampleForms

UDL

The Universal Design for Learning Center

www.udlcenter.org

The VARK Questionnaire, A Guide to Learning Styles

Designed for ages 12-18 years.

http://www.vark-learn.com/english/page.asp?p=younger


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