modifications for all learners n.
Skip this Video
Download Presentation
Modifications for All Learners

Loading in 2 Seconds...

play fullscreen
1 / 24

Modifications for All Learners - PowerPoint PPT Presentation

  • Uploaded on

Modifications for All Learners. Rebecca Morsefield edTPA Boot camp January 13, 2014. Supporting all Learners. “Every student can learn, just not on the same day, or in the same way.” George Evans. Supporting all Learners. Objectives:

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Modifications for All Learners' - neylan

Download Now An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
modifications for all learners

Modifications for All Learners

Rebecca Morsefield

edTPA Boot camp January 13, 2014

supporting all learners
Supportingall Learners
  • “Every student can learn, just not on the
  • same day, or in the same way.”
  • George Evans
supporting all learners1
  • Objectives:
  • Explain why getting to know your students is the first step in the planning process.
  • Describe how knowing your students relates to differentiating instruction.
  • 3. Identify strategies used to support all learners.
tpa task 1 planning for instruction
TPA Task 1 Planning for Instruction
  • What does the focus learner know?
  • What can he/she do?
  • What is he/she still learning to do?
  • Why is this important?
  • In order to anticipate their learning needs and provide supports
knowing your students
Knowing Your Students


TPA Vocabulary

Personal, family, community, cultural assets

  • Strengths/weaknesses
  • Interests/talents
  • Prior learning experiences
  • Relevant lived experiences
  • Activities outside of school
  • Family support/resources
  • Community resources
  • Cultural expectations
  • Background knowledge for scaffolding new learning
where can you obtain information about your students
Where can you obtain information about your students?
  • Learning Styles
  • Conferences
  • Conversations
  • Family
  • Student
  • Cooperating Teacher
  • InterestSurveys
  • District Data
  • IEP’s or 504 Plans
  • Writing Activities
  • Observations
  • Portfolios
who are my students and what are their real needs
Who Are My Students and what are their real needs
  • What do students need as learners?
  • What is valuable and relevant to your students?
  • What do they already know-past experience?
  • “Make the TPA fit their needs….not the other way around!
  • The more you know your students, the easierthe TPA process
  • becomes”
  • TPA Tips (Kelly & Walters 2012)
be proactive plan for differences
Be proactive-Plan for Differences
  • Without proper planning, it is difficult to succeed at meeting individual needs.
  • Adjusting the curriculum by providing flexible options benefitsalllearners
universal design for learning differentiation
Universal design for learning-differentiation
  • Proactive planning framework
  • Based on the understanding that every classroom is composed of a variety of learning styles and abilities
  • Based on knowing the students (TPA)
universal design for learning differentiation1
Universal design for learning-differentiation
  • 1. Multiple Means of Representation

Teacher uses a variety of strategies, tools and methods to

represent information (visual, auditory, kinesthetic)

  • 2. Multiple Means of Engagement
  • Teacher provides a variety a ways to engage students
  • (choice, address student interest, self- assessment and self-reflection)
  • 3. Multiple Means of Expression
  • Students use a variety of strategies, instructional tools and methods to
  • demonstrate understanding
  • CAST ( Universal design for learning resources
use a variety of strategies supports
Use A Variety of strategies & Supports
  • Think-Pair-Share
  • 1. How do you learn best? What type of learner are you?
  • 2. Identify some of your favorite teaching strategies
  • 2. Share with the person next to you

planning learning segment think about
Planning Learning Segment-Think about
  • Prioritize-what am I really asking my students to do?
  • What does the student need to learn to progress Target Goal
  • What skills/abilities do you want them to develop?
      • Build learning segment around skills and abilities not activities and facts
  • What instructional strategies & learning tasks will you design?
          • Support individual students
          • Provide access to the curriculum
questions to consider
Questions to consider
  • Can student participate in the lesson as is, what supports might be needed?
  • How will I group students? (pairs, small group, cooperative groups)
  • What are the students learning styles (visual, auditory, kinesthetic, tactile)?
  • Will different materials be needed to ensure participation?
  • What might the student struggle with?
  • How can I modify instruction and support students?
make it meaningful
  • How can you relate this information to past experience?
  • How can you make connections to future learning?
  • Why is this important?
  • “Focus on opportunities to see, scaffold and showcase the process
  • of your teaching.” TPA Tips (Kelly & Walters 2012)
effective strategies
Effective Strategies
  • Specify clear lesson objectives
  • Teach directly to the objectives
  • Make learning as concrete and meaningful as possible
  • Provide time for practice and feedback
  • Model-note taking, metacognitive strategies, problem solving
  • Actively engage students-use a variety of instructional strategies
  • Scaffold instruction
  • Consider different learning styles (Visual, Auditory, Kinesthetic, Tactile)
how do you scaffold learning
How do you Scaffoldlearning
  • Model performance while thinking aloud
  • Pair advanced learners with developing ones
  • Provide prompts, links, guides and structure (Graphic Organizers)
  • Fade when appropriate
i we you
  • Tell me-direct instruction
  • Show me-guided practice
  • Let me-independent practice
  • Ask me-communicate, think aloud
why use graphic organizers
Why Use Graphic Organizers?
  • Classify ideas, link information
  • Structure thoughts for writing
  • Problem solving
  • Studying
  • Reviewing
  • Planning
  • Brainstorming
strategies for struggling students
Strategies for struggling students
  • Sequence-break down the task, step by step prompts.
  • Drill-repetition and practice review-daily testing of skills, repeated practice, daily feedback,
  • Segment-break down target skill into smaller units and then synthesize the parts into a whole.
  • Control the difficulty of the processing demands of the task-task is sequenced from easy to difficult and only necessary prompts or probes are provided
  • Technology-use a computer, structured text, flow charts, to facilitate presentation, emphasis on pictorial representations.
  • Group Instruction-Instruction occurs in small group
  • Strategy Clues-reminders to use strategies or multi-steps, the teacher verbalizes problem solving or procedures to solve, instruction uses think-aloud models.

*Excerpted from Swanson, H.L. (1999). Learning Disabilities Research and Practice, 14(3).

successful teachers
Successful Teachers
  • Provide a variety of opportunities for students to use knowledge and skills in different situations
  • Use Active Hands On student learning
  • Vary Instructional Practices and modes of teaching
  • Offer Real-World practical examples
visual auditory kinesthetic
Visual, auditory kinesthetic
  • “Getting’ Triggy Wit It”
  • Check out Mr. Dueyon Fractions!
  • www.teachertubemrduey