classroom management with children with special … · classroom is unique and adaptations are...
TRANSCRIPT
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CLASSROOM MANAGEMENT WITH CHILDREN WITH
SPECIAL NEEDS
Differentiated Instruction and Planning
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In teams, discuss about these concepts:
1. Differentiated Instruction
2. Planning
Write in a card a concept for each.
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Planning
Planning implies thinking about the future and trying to assume control over future events by organizing and managing resources so that they cater to the successful completion of the objectives set forth.
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Let’s Define Differentiated Instruction
“Differentiated instruction is a teachingphilosophy based on the premise that teachersshould adapt instruction to student differences.Rather than marching students through thecurriculum lockstep. Teachers should modifytheir instruction to meet students’ varyingreadiness levels, learning preferences, andinterests. Therefore, the teacher proactivelyplans a variety of ways to ‘get at’ and expresslearning.”
Carol Ann Tomlinson
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Key Principles of a Differentiated Classroom
• The teacher is clear about whatmatters in subject matter.
• The teacher understands, appreciates,and builds upon student differences.
• Assessment and instruction areinseparable.
• The teacher adjusts content, process,and product in response to studentreadiness, interests, and learningprofile.
• All students participate in respectfulwork.
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• Students and teachers arecollaborators in learning.
• Goals of a differentiatedclassroom are maximumgrowth and individualsuccess.
• Flexibility is the hallmark ofa differentiated classroom.
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The Foundation for Differentiated Instruction
Different levelsof readiness
Different Interests
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The Foundation for Differentiated Instruction
Different Ability Levels
Different Cognitive Needs
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Teachers can differentiate according to ….
The content
The process
The product
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Differentiating Content
• Resource materials at varying readability levels
• Audio and video recordings• Highlighted vocabulary• Charts and models• Interest centers• Varied manipulatives and resources• Peer and adult mentors
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Differentiating Process (making sense and meaning of content)
• Use leveled activities • Interest centers• Hands-on materials• Vary pacing according to readiness• Allow for working alone, in partners,
triads, and small groups• Allow choice in strategies for
processing and for expressing results of processing
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Differentiating Products(showing what is known and able to be done)
• Leveled product choices• Model, use and encourage student use
of technology within products and presentations
• Provide product choices that range in choices from all multiple intelligences, options for gender, culture, and race
• Use related arts teachers to help with student products
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Strategies to Make Differentiation Work
1. Leveled Instruction
Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.
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Leveling
Key Concept Or
Understanding
Those who do not know the concept
Those with some understanding
Those who understand the
concept
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What Can Be Leveled?
• Processes, content and products
• Assignments
• Homework
• Learning stations
• Assessments
• Writing prompts
• Anchor activities
• Materials
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What Can We Adjust?
• Level of complexity
• Amount of structure
• Pacing
• Materials
• Concrete to abstract
• Options based on student interests
• Options based on learning styles
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Leveling Instruction
1. Identify the standards, concepts, or generalizations you want the students to learn.
2. Decide if students have the background necessary to be successful with the lesson.
3. Assess the students’ readiness, interests, and learning profiles.
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Leveling Instructions
4. Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson.
5. Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding.
6. Develop an assessment component for the lesson. Remember, it is on-going!
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Strategies to Make Differentiation Work
2. Anchoring Activities These are activities that a student may do at any time when they have completed their present assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.
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Strategies to Make Differentiation Work
3. Flexible Grouping
This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another
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Flexible Grouping
Homogenous/Ability-Clusters students of similar abilities, level, learning style, or interest.
-Usually based on some type of pre-assessment
Heterogeneous Groups-Different abilities, levels or interest
- Good for promoting creative thinking.
Individualized orIndependent Study
-Self paced learning-Teaches time management and responsibility-Good for remediation or extensions
Whole Class-Efficient way to present new content-Use for initial instruction
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Strategies to Make Differentiation Work
4. Compacting CurriculumCompacting the curriculum means assessing a
student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating they do not require instruction move on to tiered problem solving activities while others receive instruction.
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What Differentiation Is …
• Student Centered
• Best practices
• Different approaches
• 3 or 4 different activities
• Multiple approaches to content, process, and product
• A way of thinking and planning
• Flexible grouping
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What Differentiation Isn’t
• One Thing
• A Program
• The Goal
• Hard questions for some and easy for others
• 35 different plans for one classroom
• A chaotic classroom
• Just homogenous grouping
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Planning a Focused Curriculum
Facts (Columbus came to the “New World”
Vocabulary (voyage, scurvy)
Concepts (exploration, change)
Principles/Generalizations (Change can be both positive and negative. Exploration results in change. People’s perspectives affect how they respond to change).
Skills
Basic (literacy, numeracy)
Thinking (analysis, evidence of reasoning, questioning)
Of the Discipline (graphing/math/social studies)
Planning (goal setting; use of time)
Social
Production
Means Clarity AboutWhat Students Should:
Know
Understand
Be Able to Do
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These are the facts, vocabulary, dates,
places, names, and examples you want
students to give you.
The know is massively forgettable.
“Teaching facts in isolation is like trying to pump water
uphill.” Carol Tomlinson
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These are the written statements of truth, the core to the
meaning(s) of the lesson(s) or unit. These are what connect the
parts of a subject to the student’s life and to other subjects.
It is through the understanding component of instruction that
we teach our students to truly grasp the “point” of the lesson or
the experience.
Understandings are purposeful. They focus on the key ideas
that require students to understand information and make
connections while evaluating the relationships that exit within
the understandings.
Major Concepts:
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These are the basic skills of any discipline. They include the
thinking skills such as analyzing, evaluating, and
synthesizing. These are the skills of planning, the skills of
being an independent learner, the skills of setting and
following criteria, the skills of using the tools of knowledge
such as adding, dividing, understanding multiple
perspectives, following a timeline, calculating latitude, or
following the scientific method.
Skills
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Curricular Adaptations
• Curricular Adaptations are changes permissible in educational environments which allow the student equal opportunity to obtain access, results, benefits, and levels of achievement.
• There is no recipe for adapting general education curriculum to meet each student’s needs. Each teacher, each student, each classroom is unique and adaptations are specific to each situation.
• Keep in mind that curriculum does not always need to be modified. By providing multi-level instruction you will find that adapting a lesson may not always be necessary.
• Differentiating instruction and providing multiple ways assess allows more flexibility for students to meet the standards and requirements of the class.
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Activity
• Look at the posters.
• In teams, discuss about different activities you can plan for students with different special needs and learning styles.
• Organize those activities as initial, development, closing, and include different evaluation activities to.
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In Summary…
What is fair isn’t always equal…
and
Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone