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Inclusive Classroom
Day 32012-2013
The Inclusive Classroom 2012-2013
What would you expect to see in an inclusive classroom?
What does modified curriculum look like?
How do you use formative assessment?
Class Kick-off!
The Inclusive Classroom 2012-2013
Understand what a truly inclusive classroom is Apply principles of an inclusive classroom to
your work with your inclusive partner & your students
Enhance the collaborative inclusive partner relationship to benefit the learning of all students
Identify future goals for work with inclusive partners
Goals
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What’s It Really Like to Have a Disability? Big Ideas of Inclusive Classrooms Modifying Curriculum, Instruction, &
Assessment Break James: A Case Study Lunch Inclusive Partner Lesson Development Next Steps 2013-2014
Agenda
The Inclusive Classroom 2012-2013
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The Inclusive Classroom 2012-2013
Disability is a human reality that has been perceived differently by diverse cultures and historical periods. For most of the 20th century, disability was defined according to a medical model. In the medical model, disability is assumed to be a way to characterize a particular set of largely static, functional limitations. This led to stereotyping and defining people by condition or limitations.
Disability Awareness
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The Inclusive Classroom 2012-2013
Take the label off. What do you see? What is that they can't do? Nobody has ever told me how to work
with this "disability." You hear that you are going to have
three children with Autism in your class next year. What are your thoughts?
Skills vs. Disability
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The Inclusive Classroom 2012-2013
Take a few minutes and define how you see your role as a:
Special Education Teacheror
General Education Teacher
Define Your Role
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Special Education Teacher
Students
General Education Teacher
The Inclusive Classroom 2012-2013
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Take-Turn Teaching Behavior manager (poking and shushing) Differentiation for identified kids only Prep period Preponderance of whole group
instruction Fair means the same expectations for all My kids, your kids
The Inclusive Classroom: What It Is Not
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The Inclusive Classroom 2012-2013
What is the essential concept that is guiding the instruction?
There needs to be a variety of activities for all learners to have meaningful engagement.
Both teachers are ALWAYS actively engaged
What Does it Look Like?
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The Inclusive Classroom 2012-2013
Take a few minutes, and think about the situations below. With a partner, jot down ideas for how both teachers could be engaged in instructing and supporting students.
Homework Review Group Lecture and Note-taking
Think About It
The Inclusive Classroom 2012-2013
Inclusive InstructionThe Heart of good inclusive classrooms
Parallel Teaching Class is split Content same or
different, concepts same
Flexible grouping
Station Teaching Both experts in
curriculum Both plan
explicitly Credibility &
Flexibility
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1. Can the role of each teacher be defined at any given point in the lesson?
2. Are both teachers working with all students?3. Are teachers focusing on both curriculum and
instruction?4. How much whole-group instruction is
occurring?5. Are tasks respectful and based on individual
student needs?
What your administrators are looking for AND will be
commenting on?
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Is their evidence of:• Modified Curriculum • Modified Instruction • Modified Assessments
Administrator Look-Fors:
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The Inclusive Classroom 2012-2013
• Modified Curriculum • Modified Instruction • Modified Assessments
Three Target Areas for Modifications
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The Inclusive Classroom 2012-2013
ASSESSMENT
CURRICULUM INSTRUCTION
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The Inclusive Classroom 2012-2013
How is curriculum modified? In what ways does the topic being
taught require critical & creative thinking?
How is curriculum modified based on formative assessment results?
How are daily objectives supported by activities at varying levels of difficulty?
CURRICULUM
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The Inclusive Classroom 2012-2013
How is the instruction modified based on level of student skill mastery?
How are students flexibly grouped according to what they need to learn or based on their interests?
Jot down various instructional activities used to address how students learn differently.
INSTRUCTION
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The Inclusive Classroom 2012-2013
What opportunities do students have to self-assess their work according to teacher and/or student set criteria?
How are formative assessments used during the instruction to indicate areas that need to be re-taught?
To what degree do assessments accurately measure mastery of a pre-identified skill or understanding of concepts?
ASSESSMENT
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The Inclusive Classroom 2012-2013
The Inclusive Classroom 2012-2013
Curriculum InstructionAssessment
Share your thoughts
The Inclusive Classroom 2012-2013
Blooms Taxonomy
The Inclusive Classroom 2012-2013
What are essential standards--the skills, concepts and knowledge that every child needs to learn? That will differ from grade to grade, year to year and student to student. It's important to keep the essential skills, concepts and knowledge at the forefront of your teaching efforts so that children have a strong academic foundation.
Essential Concept
The Inclusive Classroom 2012-2013
Article about James Read up to Providing
Support/Promoting Excellence Summarize his learning profile
JAMES
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About James……
9th grader with a specific learning disability in language and reading
Instructional reading level 5.6
Writing is poor Struggles with
understanding of written language, even when it is read to him
The Inclusive Classroom 2012-2013
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The Inclusive Classroom 2012-2013
Educational Placement
LRC for reading and language arts in elementary school.
Fully included in middle school and HS Special Education
teacher is in some of his classes
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The Inclusive Classroom 2012-2013
Activity-Based Interdisciplinary Unit on the Civil War
Students read The Killer Angels, a novel about Gettysburg
Students watched Ken Burn’s Civil War documentary video
Students read from their history textbook
Students raised money for class trip to Gettysburg
Final assignment – research paper
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The Inclusive Classroom 2012-2013
Why was the Civil War significant?
When looking at modifying for James consider: curriculum standpoint instruction standpoint assessment standpoint
Essential Concept
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The Inclusive Classroom 2012-2013
How will this work for James?
Identify potential problems the activities might present for a student like James.
Identify potential strategies to support James in planned activities.
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Movie based on The Killer Angels was provided Watched movie but didn't remember a lot of details Field trip was a high point for James Began getting sources for paper – special education
teacher helped him with note cards Completed outline and went to writing lab for help Struggled with paper – didn't know information and
had difficulty expressing ideas on paper Final project – two page paper, awkward sentences,
and three references
James’ Experience
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The Inclusive Classroom 2012-2013
James did not master content
While physically included, he was “intellectually” excluded?
How should things be different?
Is this effective support?
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One Structured Approach…Pyramid Planning Model
What some students will learn
What most students will learn
What all students will learn
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CURRICULUM LADDER for James
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Subject:___________________________________________ Grade Level:____________
Objective: ____________________________________________________________________
or can 4. the student(s) do a different activity with enhanced expectations and materials?e.g.,____________________________________________________________
or can 3. the student(s) do a similar activity but with enhanced expectations?e.g.,__________________________________________________________
or can 2. the student(s) do the same activity but with enhanced expectations?e.g.,___________________________________________________________
or can 2. the student(s) do the same activity but with adapted expectations?
e.g.,_____________________________________________________________
or can 3. the student(s) do a similar activity with adapted or modified expectations? e.g.,___________________________________________________________
or can 4. the student(s) do a different , parallel activity?e.g.,___________________________________________________________
1. Can all student(s) actively participate in the lesson as is? e.g., Watching the Ken Burn’s video and take notes
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4. Prepare AV materials for the summary, analysis, and cartoon for a presentation to the class.
3. Write an event summary/analysis. Draw a political cartoon to compare the concepts in the article to a current event.
2. Write an event summary and compare it to a current event.
1. Watching the Ken Burn’s video on the Civil War
and take notes2. Watch the video with guided notes to complete and
verbally describe the important information.3. Pre-teach important vocabulary, show segments of the
movie that highlight the big idea, complete guided notes and verbally describe the important information.
4. Pre-teach important vocabulary, show segments of the movie that highlight the big idea, complete guided notes and create a cartoon representation of the big idea.
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The Inclusive Classroom 2012-2013
With your partner, complete the Curriculum Ladder for James based on the following.
Be prepared to share.
Your Turn
1. Can all student(s) actively participate in the lesson as is? e.g., Writing the research paper.
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We Tend to Remember Level of Involvement
PASSIVE
ACTIVE
10% Reading Verbal
20% Hearing Words Receiving
30% Looking at Pictures Visual
Watching a Movie 50% Looking at an Exhibit Watching a Demonstration Receiving Seeing it Actually Done
70% Participating in Discussion Participating Giving a Talk
Doing a Dramatic PresentationSimulating the Real Thing
Doing the Real Thing90%
Doing
Hierarchy of LEARNING
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The Inclusive Classroom 2012-2013
Ticket Out the Door
Choose one and hand it to Jaime, Shighla, Ann or Sarah on your way out to lunch
The Inclusive Classroom 2012-2013
1. Can the role of each teacher be defined at any given point in the lesson?
2. Are both teachers working with all students?3. Are teachers focusing on both curriculum and
instruction?4. How much whole-group instruction is occurring?5. Are tasks respectful and based on individual
student needs?
Self Assessment
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The Inclusive Classroom 2012-2013
Work with your inclusion partner and modify upcoming lesson(s) to address the needs of ALL the learners in your class.
Come back at 2:45 to share how you and your partner applied your learning from today.
Enhancing Collaboration Between Inclusion Partners
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