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Adaptations & Modifications. Session 5: Designing the lesson sequence Shelley Moore SDL – Surrey/ Vancouver Cohorts. Looking back. Class Profile - Strengths/ Stretches/ Interests - Inclusion triangle - Set literacy (thinking) goals Planning Backwards - Set Content Goals (Know & Do)

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Adaptations modifications

Adaptations & Modifications

Session 5: Designing the lesson sequence

Shelley Moore

SDL – Surrey/ Vancouver Cohorts


Looking back
Looking back

  • Class Profile

  • - Strengths/ Stretches/ Interests

  • - Inclusion triangle

  • - Set literacy (thinking) goals

  • Planning Backwards

  • - Set Content Goals (Know & Do)

  • - Determined Big ideas and Essential questions

  • - Designed summative assessment

  • Considering Diverse Texts

  • - level

  • - format

  • - variety

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Looking ahead
Looking Ahead

  • Lesson Design

  • - unit level approaches

  • - lesson level approaches

  • Next …

  • Specific Strategies

  • - adaptations

  • - modifications

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


A great lesson i once had
A great lesson I once had…

  • Think back to a great lesson you remember in your school days?

  • - What do you remember?

  • - What made it great?

  • - Why do you remember it?

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


A great lesson is
A great lesson is …

  • Purposeful

  • Constructive

  • Active

  • Engaging

  • Links to experience

  • AND…

Schnellert, Watson, Widdess, 2013


A great lesson is1
A great lesson is …

  • Strategic

Schnellert, Watson, Widdess, 2013


Our goal for any lesson is student learning how do we get there
Our goal for any lesson is…. Student learningHow do we get there??

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Assessment
Assessment

  • “We assess to gather evidence of student learning that will inform instructional decisions in ways that maximize that learning…As learning progresses, we and our students need regular information about what they have and have not yet learned. This permits us and them to make instructional decisions that keep them growing.” (Taylor & Francis, 1995)

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Assessment to instruction
Assessment to Instruction

Assessment to Instruction Cycle: SD38, 2006


Where does our work so far fit
Where does our work so far fit???

  • Class Profile

  • A Discovered Strengths/ Stretches/ Interests

  • B Organized Inclusion/RTI triangle

  • C Decided on Literacy (thinking) goals

  • Backwards Planning

  • D Organized Content Goals (Know & Do)

  • F Extended goals for students on IEPs

  • G Determined Big ideas and Essential questions

  • H Designed summative assessment

  • Considering Diverse Texts

  • I level

  • J format

  • K variety

  • L content/theme

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


What areas have we not addressed yet
What areas have we not addressed yet??????

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Implementing/ Teaching:

  • Designing, “instructional activities that start with students’ current needs, interests and abilities and build from there to develop needed expertise” (Smith and Wilhelm, 2006)

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


  • Unit levelapproaches

  • -Workshop

  • - Starting with connections

  • -differentiation

  • - literature/ information circles

  • - cooperative learning

  • - project based learning

  • - inquiry

  • - arts integration

  • - cross curricular integration

  • - themes/issue based learning

  • - service learning

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Workshop
Workshop

“The workshop model gives students tools for understanding content. Workshop emphasizes the interaction between a reader and a text. It builds independence and transfers easily to other contexts.”

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Workshop1
Workshop

  • Another way to organize lessons in a unit

  • A common approach in reading and writing classes, nut not limited to them

  • Is an exceptionally wonderful approach for a classrooms including students with special needs

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Workshop2
Workshop

Workshop Structure:

  • Mini lessons

    • Short lessons developed based on information collected on students through out the unit around areas needing to be improved on

  • Independent working time

    • Although student may all be using different texts and stages of a project, they are all working on a similar process (e.g. writing cycle, reading strategies)

    • During this time, the teacher conferences with individual students to build additional skills

  • Sharing

    • After working, everyone comes back together and shares what they worked on, a success, a learning etc.

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Starting strong with connections
Starting strong with connections

  • “We want all students to connect what they and others already know to the ideas and concepts they will be studying.  We often start a learning sequence by asking students to predict, link, and compare key words, ideas, images, artifacts, or relationships before engaging with new content.” (Schnellert, Watson & Widdess, 2013)

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Starting strong with connections1
Starting strong with connections

  • Make predictions

  • Hooks/ engages

  • Activate prior knowledge

  • Introduce new vocabulary

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Unit level approaches
Unit level approaches

  • All the lessons in a unit

  • Which lessons would be considered “connecting lessons?”

1

2

3

4

5

6

7

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Connecting
Connecting

  • Example lessons:

  • Making predictions

  • Vocabulary development

  • Building criteria

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Predicting building vocabulary
Predicting/ building vocabulary

  • Scenario:

  • You are beginning a Social studies unit. You have a lot of students who have ESL needs.

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Predicting building vocabulary1
Predicting/ building vocabulary

  • Activity #2:

  • In your groups, discuss the meanings of the vocabulary words

  • Sort the words into categories that make sense to you

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013



Vocabulary building
Vocabulary building Sequence Shelley Moore, 2013

  • What do I already do to help build vocabulary with my students?

  • What are some new things I would like to try in my classroom, to help build vocabulary with my students?

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Building criteria
Building criteria Sequence Shelley Moore, 2013

  • Scenario

  • Your summative assessment for a unit is to write a powerful picture book.

  • As a connecting lesson, students will be constructing the rubric that their summative assignment will be assessed.

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Building criteria1
Building criteria Sequence Shelley Moore, 2013

  • Activity #2

  • Look at the picture books on your table.

  • Using the “Placemat,” in your sections, write down features of the books that are

  • POWERFUL

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Building criteria2
Building criteria Sequence Shelley Moore, 2013

  • As a group, share your powerful features

  • Group your features together

  • Come up with common categories

  • Write these categories in the center of the placemat

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Building criteria3
Building criteria Sequence Shelley Moore, 2013

  • ***Your categories are the categories on your rubric!!!***

  • Now…

    • Go back into the books

    • Fill in details in the “you got it!!!” column

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013



Building criteria4
Building criteria Sequence Shelley Moore, 2013

  • Next

    • fill in the other columns….

      TA DA!!!!!!!!! A rubric!!!

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013



Other strategies for connecting students at the beginning of a unit
Other strategies for connecting students at the beginning of a unit:

  • KWL charts

  • 3-2-1

  • Anticipation Guide

  • Think of a time…

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Starting a unit strong
Starting a unit strong a unit:

  • What do I already do to get my students to connect with a new unit?

  • What are some new things I would like to try in my classroom, to help connect my students to a new unit?

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Lesson strategies
Lesson strategies a unit:

  • Zooming in: Lessons at the day to day level

Lesson Level

ZOOOOOOM

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Phases of a lesson
Phases of a lesson a unit:

  • There are many strategies that we use to help students engage in content and develop thinking skills. These are categorized in three ways: connecting, processing, transforming(Brownlie & Close, 1988; Brownlie & Schnellert, 2009).

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Phases of a lesson1
Phases of a lesson a unit:

  • Connecting: Activating prior knowledge/helping students connect what they are learning to what they already know

  • Processing: Helping students process new content/building their repertoire of meaning making strategies

  • Transforming/Personalizing: Provide opportunities for students to personalize and transform their learning

Brownlie & Close, 1988; Brownlie & Schnellert, 2009


Examples connecting
Examples: Connecting a unit:

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013



What do these pictures have in common
What do these pictures have in common? Sequence Shelley Moore, 2013

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Integer rap
Integer Rap Sequence Shelley Moore, 2013

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Examples processing
Examples: processing Sequence Shelley Moore, 2013

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


1 sort the integers into hot and cold positive and negative

Cold numbers Sequence Shelley Moore, 2013

1. Sort the integers into hot and cold (positive and negative).

Hot numbers

- 5, +10, +6, -12, +2, -3, -2, -1, +8

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


ADDING INTEGERS CAN BE VERY EASY!!! HERE IS THE SHORTCUT. Sequence Shelley Moore, 2013

Imagine you have 2 teams:

The Nantucket Negatives

The Pittsburg Positives

processing

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


When we look at the question now we sort the integers based on the team that scores.

Now we need a scoreboard

processing

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Once the integers are all being ADDED, then we put it in the score board!

(+60) + (+30) + (-10) + (-20)=

Who scored first the positives or the negatives?

What did they score?

So we put that

on the scoreboard!

Now who scored

next and what did

they score?

Keep going until all

the integers are on

the scoreboard.

processing

(+60)

(-10)

(+30)

(-20)

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Take this integer question for example: score board!

(+60) + (+30) + (-10) + (-20)=

(+ 60)

processing

The winning team becomes the first name of the integer

The difference of the score is the last name of the integer

(+60)

(-10)

(+30)

(-20)

Who Won???

How do you

Know?

How much did they win by?

How did you figure it out?

(90)

(30)

Final Score!!!

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013






Examples transforming personalizing
Examples: transforming/ personalizing Sequence Shelley Moore, 2013

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013




Schnellert, Watson & Sequence Shelley Moore, 2013Widdess 2013


Putting it all together
Putting it all together Sequence Shelley Moore, 2013

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013



Name: Sequence Shelley Moore, 2013

What math vocabulary do I need to work with integers?

How do I order integers from greatest to least or least to greatest?

Connect

What are other ways that we use integers in everyday

life?

Process

Sort the vocabulary words given into the following

categories:

Report out:

My partner and I chose ______ to be the words in and

_______ to be the words out because_________.

signs

operations

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Name: Sequence Shelley Moore, 2013

What math vocabulary do I need to work with integers?

How do I order integers from greatest to least or least to greatest?

Process

  • Put the following integers on your number line:

  • +6 -2 +10 -8 +1 -1 -9 +3

  • What do you notice about:

  • The positive numbers as they increase in value?

  • The negative numbers as they increase in value?

  • Report out:

  • My partner and I notice that as the positive numbers

  • increase, the value of the digits _________. And we

  • notice that as the negative numbers increase, the value

  • ______________.

Using the number line, which is greater?

-2 +1 (Shay) +3 +9 (Teaghan)

34 -456 (Ali) -9 -3 (Sam)

-2 +1 (Brandon) -11 +5 (Aron)

-

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Name: Sequence Shelley Moore, 2013

What math vocabulary do I need to work with integers?

How do I order integers from greatest to least or least to greatest?

Transform/Personalize

Log- Quick Write

What math vocabulary do I need to know to understand

integers, and how can it help me?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

How do I order integers from greatest to least?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Open ended strategies
Open Ended Strategies Sequence Shelley Moore, 2013

Schnellert, Watson, Widdess, 2013



Other resources
Other resources Sequence Shelley Moore, 2013

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


Quick write transform personalize
Quick write- (transform/personalize) Sequence Shelley Moore, 2013

  • - What stood out for you today?

  • What is something that you want to try?

  • What are some questions you still have?

Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013


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