Ed-D 420 Inclusion of Exceptional Learners. Chpt 7 ~ Differentiating Teaching ADAPT Strategy to Analyze and Differentiate Teaching for Individuals and.

Ed-D 420

Inclusion of Exceptional Learners

Chpt 7 ~ Differentiating Teaching ADAPT Strategy to Analyze and

Differentiate Teaching for Individuals and Groups Step 1: Accounts of Students’ Strengths

and Needs Step 2: Demands of the Classroom Step 3: Adaptations Step 4: Perspectives and Consequences Step 5: Teach and Assess the Match

Reading – small groups Pg 233 ~ 235 of the text and reflect on1.How have these teachers compared the

strengths of the students with the classroom demands?

2.What accommodations do these teachers make for these exceptional students? How does these relate to their IEP’s?

3.Are these accommodations beneficial to others student sin the classroom?

4.How have these teachers used the ADAPT principles to adjust their teaching without increasing their workload?

Differentiating Teaching Differentiating instruction is essentially

structuring a lesson on multiple levels in such a way so that each student has the opportunity to work at a moderately challenging developmentally appropriate level.

Good definition http://www.edu.gov.mb.ca/k12/cur/element

s.html#Differentiated%20Instruction

Differentiating Teaching Choosing and Combining Strategies

for Differentiating Teaching Around the Mismatch ~

sometimes called bypass strategies (e.g., calculator or screen reader)

Remediating or Accelerating to Overcome the Mismatch ~ might be in concert with resource teacher for student with slow reading speed

Teaching Through the Mismatch ~ next slide

Differentiating Teaching ~ Adapting Planning to Teach Through a

Mismatch in Four Steps1. Why do I teach this?

Adapt outcomes for exceptional learner if necessary.

2. How do I teach this?Adapt presentation if necessary.

3. How do students learn this?Adapt student practice if necessary.

4. How do students show they have learned this?Adapt assessment if necessary.

Differentiating Teaching Analyzing Teaching: What You Can

Adapt Outcomes, Content, Cognitive

Complexity, Authenticity, and Interest of Task

Environment, Method of Presentation, Pace, and Quantity

Student Engagement and Activities, Amount of Practice, and Form of Practice

Scaffolding, Grouping, Collaboration, Independence, and Assessment

Differentiating Teaching Organize in groups of 3 or 4 that correspond to specific

curricular content areas (e.g., mathematics, language arts, science, social studies).

Each group is responsible for developing a lesson plan for a topic of their choice.

Next, assign each group two the exceptionalities (LD, ASD, Gifted, Physical Limitation) and instruct each group to differentiate their lesson plan for each of the exceptionalities they were assigned.

Present their differentiated lesson plan to the general class. This will provide the class with a range perspective related to different lesson types, and content areas, and forms of differentiation specific to individual exceptionalities.

Chpt 8 ~ Classroom Assessment The Many Roles of Classroom Assessment

in Teacher Decision-Making Making Assessment Consistent with

Teaching Using Assessment to Gauge Student

Learning and to Differentiate Teaching Preparing Students and Parents for

Equitable (but Not Necessarily the Same) Assessment

Chpt 8 ~ Decision Making in Classroom Assessment Teacher as mentor to individual students

uses assessment to guide interaction with the student

Teacher as guide for the class uses assessment to oversee the operation of the classroom

Teacher as marks accountant uses assessment to record day-to-day marks

Teacher as reporter uses assessment to report to parents, teachers (report cards)

Teacher as program director uses assessment to guide teaching decisions

Chpt 8 ~ Adapting Classroom Assessment for Exceptional Learners

Analyzing Tests: Questions to Ask Things to consider when deciding to make

accommodations for tests: 1. Setting 2. Timing 3. Scheduling 4. Presentation 5. Response

Chpt 8 ~ Adapting Classroom Assessment for Exceptional Learners Adapting Learning Outcomes Preparing Students for Classroom Tests Adapting Tests During Test Construction Adapted Administration of Classroom Tests Adapting Marking of Classroom Tests Using Adapted Performance Assessments Portfolios as Classroom Assessments

Chpt 8 ~ Examples of Testing Adaptations Before the Test ~ Study guides; Practice test; Teaching test-taking

skills; Modified test construction; Individual tutoring

During the Test ~ Alternative forms of response; Alternative means

of response; Alternative sites; Direct assistance; Extra time

After the Test ~ Change letter or number grades; Change grading

criteria; Use alternatives to number and letter grades