AHAA

1. TUSD AHAA Website: http://ahaa.tusd.us

2. Agenda • 4 Mat Brainstorm • Differentiated Instruction • Grid of 9 Adaptations • Activity: “Kids in the Grid” • Fast Facts

3. “Objectives” By the end of this session, participants will be able to: • Define differentiated instruction. • Explain the difference between accommodations and modifications. • Explain the 9 adaptations in the “Grid of 9”. • Identify the components of a Fast Fact J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

4. Differentiated Instruction IIINTI April 24, 2006 Teachers who inspire know that teaching is like cultivating a garden, and those who would have nothing to do with thorns must never attempt to gather flowers.  ~Author Unknown

6. PRE-ASSESSMENT • 4 Mat Brainstorm Activity “What is Differentiated Instruction?”

7. What we call differentiationis not a recipe for teaching. It is not an instructional strategy. It is not what a teacher does when he or she has time. It is a way of thinking about teaching and learning. It is a philosophy.Carol Ann Tomlinson

8. Definition: Differentiated Instruction • The process to approach teaching and learning for students of differing abilities in the same class. • The intent is to maximize each student’s growth and individual success. • Teachers recognize and react responsively to student’s varying background knowledge, level of readiness, language, learning styles, and interests.

9. Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction

10. BEST TEACHING PRACTICES • Activating prior knowledge to make connections • Framing the learning for all students • Presenting smaller amounts of material at any time (10:2 Theory) • Guiding student practice as students worked problems • Providing for student processing of the new material (10:2 Theory) • Checking the understanding of all students • Attempting to prevent students from developing misconceptions J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

11. Ponder This • When instruction is delivered by “Most-Effective Teachers”… how many students will still need further “Accommodations or Modifications”?

12. Possible Interfering Characteristics • low decoding, high comprehension • poor memory for rote facts • incomplete assignments • off task • short attention • difficulty with elapsed time • anxiety • Slow processing speed • Low frustration tolerance

13. The standard is not negotiable, but the road to it is.

14. Differentiated Instruction Modifications Accommodations Behavior Support Plans

15. Modifications (Applies to students with severe disabilities) Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known. Changes are made to provide student meaningful & productive learning experiences based on individual needs & abilities. Adaptations • Accommodations Grading is same Grading is different

16. Who can receive accommodations? Most-Effective Teachers J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

17. Everybody!

18. Group Activity: Grid of 9 In groups of 2-4, match the definition to the adaptation.

19. Nine Types of Curriculum Adaptations Quantity* Time* Level of Support* Adapt the number of items that the learner is expected to learn or complete. For example: Reduce the number of social studies terms a learner must learn at any one time. Add more activies or worksheets. Adapt the time allotted and allowed for learning, task completion, or testing. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationships; use physical space and environmental structure. For example: Assign peer buddies, teaching assistants, peer tutors, or cross age tutors. Input* Output* Difficulty Adapt the way instruction is delivered to the learner. For example: Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs. Adapt how the student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials. Participation* Alternate Goals Substitute Curriculum Adapt the extent to which a learner is actively involved in the task. For example: In geography, have a student hold the globe, while others point out locations. Ask the student to lead a group. Have the student turn the pages while you are reading to the group. Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. For example: In social studies, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name each capital. Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities. For example: During a language test a student is learning toileting skills with an aide.

20. Adaptation Exercise • Matthew is a student with a visual impairment who has difficulty reading student text. His teacher photocopies the required pages of the text in larger print so Matthew can read them. What adaptation is this teacher utilizing to ensure Matthew’s success? Input

21. Adaptation Exercise • James, is a student with Downs Syndrome. He is in a full inclusion class. Each student researched a state and created a project. James picked a state and the teacher provided him with a blank book with pages labeled for him to record the state flag, state bird, geography, etc… What adaptation did this teacher make for James? Alternate Goals

22. Adaptation Exercise • Zach has ADHD and has serious problems staying focused and on-task. He will begin a task, but very quickly will lose his focus and become disruptive. When his behavior is pointed out to him, he can redirect his attention and continue with the task. What adaptations can his teacher make so that Zach can be successful in mastering the standard? Level of Support

23. Group Activity 2: “Kids in the Grid” Now,in this next exercise write each student’s name on the blank grid of 9 adaptations under the type of adaptation you believe the example best illustrates.

24. Answers to “Kids in the Grid” Quantity* Time* Level of Support* • Lisa • Mary • Carley • Kyle • David • Angel • Marcello • Bill • Katey • Caesar Input* Output* Difficulty • Ann • Michio • Isaac • Brian • Kyle • Michael • Keisha • Othello • Jane • Trevor • Brendan Participation* Alternate Goals Substitute Curriculum • Alex • (*Sara) • (*Tim) • Jim • Carley • Lindsay • Oren • (*Sara) • (*Tim) • Ralph • Grace • Lois *Sara & Tim have severe disabilities and IEPs emphasizing social interaction goals

25. “Fast Facts” (Know your student) In your handout is an example of a “fast fact” synopsis of a student and his completed grid of 9. A Fast Fact is summary of a student describing past challenges and successes. “Fast Facts” concept: Dr. John Cressey

26. “Fast Facts” A Fast Fact is a summary describing a student’s past challenges and successes. Components: Skill Levels Classroom Environment Curriculum & Program Instruction “Fast Facts” concept: Dr. John Cressey

27. TUSD Pyramid of Intervention Level 3 District Level 2 School Based Level 1 Classroom Taking Stock All Students

28. http://ahaa.tusd.us

29. Putting it all Together • Goal: To remove barriers to learning the material and to demonstrating mastery. • Accommodations will keep standards substantially the same for all; outcomes may vary. • Modifications will fundamentally change the standard. TUSD AHAA Website: http://ahaa.tusd.us

30. Between Teacher and Child I have come to a frightening conclusion. Iam thedecisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I canhumiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized. Haim Ginott