adaptations & modifications
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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) - PowerPoint PPT PresentationTRANSCRIPT
ADAPTATIONS & MODIFICATIONSSESSION 5: DESIGNING THE LESSON SEQUENCE
SHELLEY MOORESDL – SURREY/ VANCOUVER COHORTS
LOOKING BACKClass 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 SequenceShelley Moore, 2013
LOOKING AHEADLesson Design
- unit level approaches- lesson level approaches
Next …Specific Strategies
- adaptations- modifications
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
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 SequenceShelley Moore, 2013
A GREAT LESSON IS …
- Purposeful- Constructive- Active- Engaging- Links to experience
AND…
Schnellert, Watson, Widdess, 2013
A GREAT LESSON IS …
Strategic
Schnellert, Watson, Widdess, 2013
OUR GOAL FOR ANY LESSON IS….
STUDENT LEARNING
HOW DO WE GET THERE??
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
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 SequenceShelley Moore, 2013
ASSESSMENT TO INSTRUCTION
Assessment to Instruction Cycle: SD38, 2006
WHERE DOES OUR WORK SO FAR FIT???Class Profile
A Discovered Strengths/ Stretches/ InterestsB Organized Inclusion/RTI triangleC Decided on Literacy (thinking) goals
Backwards PlanningD Organized Content Goals (Know & Do)F Extended goals for students on IEPsG Determined Big ideas and Essential questionsH Designed summative assessment
Considering Diverse TextsI levelJ formatK varietyL content/theme
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
WHAT AREAS HAVE WE NOT ADDRESSED YET??????
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Designing, “instructional activities that start with students’ current needs, interests and abilities and build from there to develop needed expertise” (Smith and Wilhelm, 2006)
Implementing/ Teaching:
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Designing the lessons:1. Unit level approaches
2. Lesson level approaches
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Unit level approaches - 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 SequenceShelley Moore, 2013
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 SequenceShelley Moore, 2013
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 SequenceShelley Moore, 2013
WORKSHOPWorkshop 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 SequenceShelley Moore, 2013
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 SequenceShelley Moore, 2013
STARTING STRONG WITH CONNECTIONS
- Make predictions- Hooks/ engages- Activate prior knowledge- Introduce new vocabulary
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
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 SequenceShelley Moore, 2013
CONNECTINGExample lessons:- Making predictions- Vocabulary development- Building criteria
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
PREDICTING/ BUILDING VOCABULARYScenario:You are beginning a Social studies unit. You have a lot of students who have ESL needs.
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
PREDICTING/ BUILDING VOCABULARYActivity #2:In your groups, discuss the meanings of the vocabulary wordsSort the words into categories that make sense to you
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
VOCABULARY BUILDING- 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 SequenceShelley Moore, 2013
BUILDING CRITERIAScenario- 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 SequenceShelley Moore, 2013
BUILDING CRITERIAActivity #2- Look at the picture books on
your table.- Using the “Placemat,” in your
sections, write down features of the books that are
POWERFULAdaptations & Modifications- Planning the Lesson Sequence
Shelley Moore, 2013
BUILDING CRITERIA- As a group, share your
powerful features- Group your features together- Come up with common
categories- Write these categories in the
center of the placematAdaptations & Modifications- Planning the Lesson Sequence
Shelley Moore, 2013
BUILDING CRITERIA***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 SequenceShelley Moore, 2013
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
BUILDING CRITERIA- Next
- fill in the other columns….
TA DA!!!!!!!!! A rubric!!!
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
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 SequenceShelley Moore, 2013
STARTING A UNIT STRONG- 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 SequenceShelley Moore, 2013
LESSON STRATEGIES - Zooming in: Lessons at the day to day level
ZOOOOOOM
Lesson Level
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Lesson level approaches- Phases of a lesson
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
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).
PHASES OF A LESSON
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
PHASES OF A LESSON
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
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
WHAT DO THESE PICTURES HAVE IN COMMON?
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
INTEGER RAP
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
EXAMPLES: PROCESSING
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
1. SORT THE INTEGERS INTO HOT AND COLD (POSITIVE AND NEGATIVE).
HOT NUMBERS COLD NUMBERS
- 5, +10, +6, -12, +2, -3, -2, -1, +8
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
proc
essi
ngADDING INTEGERS CAN BE VERY EASY!!! HERE IS THE SHORTCUT.
Imagine you have 2 teams:
The Nantucket Negatives
The Pittsburg Positives
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
proc
essi
ngWhen we look at the question now we sort the integers based on the team that scores.
Now we need a scoreboard
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
proc
essi
ngOnce 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 thaton the scoreboard!
Now who scorednext and what didthey score?
Keep going until allthe integers are on the scoreboard.
(+60)
(+30)
(-10)
(-20)
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
proc
essi
ngTake this integer question for example:
(+60) + (+30) + (-10) + (-20)=
(+60)
(+30)
(-10)
(-20)
Who Won???
How do you Know?
The winning team becomes the first name of the integer
(+ 60)
How much did they win by?How did you figure it out?
The difference of the score is the last name of the integer
(90) (30)
Final Score!!!
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
EXAMPLES: TRANSFORMING/ PERSONALIZING
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Schnellert, Watson & Widdess 2013
PUTTING IT ALL TOGETHER
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Name:
Conn
ect
What are other ways that we use integers in everyday life?
Proc
ess
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_________.
operations
What math vocabulary do I need to work with integers?How do I order integers from greatest to least or least to greatest?
signs
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Proc
ess
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)-
Name:What math vocabulary do I need to work with integers?How do I order integers from greatest to least or least to greatest?
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Tran
sfor
m/P
erso
naliz
e Log- Quick WriteWhat 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?
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Name:What math vocabulary do I need to work with integers?How do I order integers from greatest to least or least to greatest?
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
Connect
Activating prior knowledge/helping students connect what they are learning to what they already know
3-2-13 strips of tape Inside/Outside circlesShould I stay or should I go
Anticipation GuideThink-Aloud or Thought BubbleThink of a time…Partner Interview
Process
Helping students process new content/building their repertoire of meaning making strategies
Magnet notesQuick writePartner talkListen-Sketch-Draw
Venn diagramsReciprocal teachingCarouselFour quadrantsSay Something
Transform/Personalize
Provide opportunities for students to personalize and transform their learning
TableauWhat? So What? Now What?IdeagramMind mapExit slip
Critical timelineComic StripStoryboardLearning Journey
Schnellert, Watson, Widdess, 2013
OPEN ENDED STRATEGIES
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
OTHER RESOURCES
Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013
QUICK WRITE- (TRANSFORM/PERSONALIZE)- 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 SequenceShelley Moore, 2013