Adjustments in Practice

Modifying and Differentiating Lessons

Accessing the CurriculumCan the student actively participate in/access this lesson or unit of work in the same way as other students?

IF NOT – What

supports are

required?

Change the SIZE of the

task

Change the TIME given to finish a task

Change the FORM OF

INFORMATION given to the

student

Increase or decrease the

amount of SUPPORT

given

Provide SCAFFOLDS,

HINTS or CUES

Change the LEVEL OF

DIFFICULTY of the activity

Use TECHNOLOGY

Make adjustments

to the ASSESSMENT

and REPORTING

Change the size of the task

Fewer examples to complete Complete part of the class task

Change the time given to finish a task

Provide more time to finish a task Shorten an activity Divide an activity into two or more

parts

Change the form of information given to the student

Teach vocabulary before reading Scaffold the information by modelling

the special skills being taught Use taped books Use a reader Cooperative learning groups Large print materials Audio visual materials Graphic organisers Build the field of information

Change the form of the response expected from the student

Oral instead of written response Demonstrate with an explanation Draw, graph, chart, web or tape

resource Use a word processor Write a short story instead of a play

Change the level of difficulty of the activity (consider the age appropriateness of content and materials)

High interest instructional level reading material

Present with audio visual support Read for main ideas instead of

details

Increase or decrease the amount of teacher and peer or volunteer support

Assign a writer Assign a peer tutor Use cooperative group work with

specific roles Provide cues and reminders

Provide cues and prompts to guide students through a learning process

Use a writing planning sheet to provide a scaffold to assist in writing a text

Use visual and verbal prompts as additional aids

Using a picture to cue the student about a specific letter sound

Displaying a chart to describe the steps in editing text

Displaying word banks on a particular topic Making important features of an activity more

noticeable by underlining or circling key words Alerting a student when new or important

information is going to be introduced Alert a student that they will be asked a

certain type of question during a class discussion

Antecedents

Break down tasks into smaller tasks. For students with learning difficulties, this is less overwhelming and appears more manageable. For students with Asperger’s, this gives more focus and structure to the task. Use visual aids to help students organise information and to be more visually appealing. Familiarity and routine is important for both these students. This doesn’t mean that lessons can’t have variety, but there should be a recognisable structure to the lesson, particularly for transitions.

Antecedents

• For students with learning difficulties, this is less overwhelming and appears more manageable.

• For students with Asperger’s, this gives more focus and structure to the task.

Break down into smaller

tasks.

• Use visual aids to help students organise information and to be more visually appealing.

Use visual aids

• Familiarity and routine is important for both these students.

• This doesn’t mean that lessons can’t have variety, but there should be a recognisable structure to the lesson, particularly for transitions.

Routines

Antecedents

• For students with learning difficulties, this is less overwhelming and appears more manageable.

• For students with Asperger’s, this gives more focus and structure to the task.

Break down into smaller

tasks.

• Use visual aids to help students organise information and to be more visually appealing.

Use visual aids

• Familiarity and routine is important for these students.

• This doesn’t mean that lessons can’t have variety, but there should be a recognisable structure to the lesson, particularly for transitions.

Routines

Differentiation Planning Sheet

80% 15% 5%

Content 2 poems from anthology

Summary of poems (theme/mood)Response to poem

Own poetryAnalysis of poem

Process Poems/extracts into GlogsterIllustrate (mood/theme)

Explain choice of illustrations – how they reflect theme/ mood

Use techniques in own poetryIllustrate own poetry

Product 2 illustrated posters with ONE technique identified for each

Links/notes attached to poster with key points/ techniques and/or responses

3 illustrated posters (one with own poetry)Links to analysis of aspects of poem

Learning Environment

Copies of anthologiesList of techniques with examples

Stimulus questions

Book – anthology of poetry for self-selection

Unit/Theme: Poetry - portfolios

As a result, …Because…

…therefore…

Consequently, …

…so…

…, thus….

…, hence…

…due to…

…, resulting in…

Since……, as…

CAUSE AND EFFECTBeing brought about or resulting from something else