moving beyond stereotypes effective programs

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Post on 24-Dec-2015




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  • Moving Beyond Stereotypes
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  • Effective Programs
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  • What we call differentiation is not a recipe for teaching. It is not an instructional strategy. It is not what a teacher does when he or she has time Carol Ann Tomlinson
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  • It is a way of thinking about teaching and learning. It is a philosophy based on the premise that teachers should adapt instruction to student differences. Carol Ann Tomlinson
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  • It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he/she can, as efficiently as possible. Carol Ann Tomlinson
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  • Differentiation doesnt suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that students find learning a fit much of the time.
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  • Elements of Differentiation Content : Tiered lessons with varied task complexity, learning contracts, learning centers, wide range of texts Process: Learning centers, learning contracts, varied time allotments, assorted grouping structures, varied levels of support Product: Variation of homework, journal prompts, quizzes or tests, assignment options Environment: Seating arrangements, heat, light, culturally and linguistically responsive visuals
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  • Freedom and opportunity to receive an education in a safe and productive environment that honors IEP. CIA that is fair and appropriate Professional who value how students learn Accommodations and modifications that allow students to perform to the best of their abilities Education in a collaborative culture that values input from all teachers, students and families Opportunities to transfer and generalize skills High yet realistic curriculum expectations Treatment equal to that of peers without disabilities Opportunities to achieve in all curriculum areas On-going progress monitoring Environments that embrace and celebrate diversity and differences Learner-oriented lessons that value all students Respect for all abilities Access to resources and services with the freedom to progress in ways that yield autonomous development that is transferred to life decisions
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  • Solicit inventories on how students like to learn 1 = I like to see it 2 = I like to hear it 3 = I like to write it 4 = I like to draw it 5 = I like to _______ I am a _ - _ - _ - _ - _
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  • Discuss topics or concepts during morning or weekly meetings to help students develop simple conversation and listening skills.
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  • Review concepts to solidify learning foundations
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  • Ask students to paraphrase what was said. Tell me what you think you heard.
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  • Ask the students to fill out self-assessment checklists to determine academic subskills
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  • Distribute exit cards as quick assessments before automatically moving ahead. For example an exit card may ask the students to write down one thing they learned today or to name something they need further explained.
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  • Take the time to divide the class into either enrichment or review groups, which vary in duration and student make-up, dependent upon topics and units
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  • Use KWL Charts
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  • Use Strategy Books Reading Strategy Book Ways to read a word I dont know: Break it up into syl-la-bles Look up the word in my electronic dictionary See if it has word parts like a prefix or suffix Look at how the word is used in a sentence
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  • EasierProficientChallenging Compound Words Words with prefixes Words with suffixes bathtub untold funny household reshape bluish meltdown telescope personable Words with prefixes and suffixes unfriendlyreappointedincompatible
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  • Academic/Social Journals Art Projects Attention/Behavior Checks Exit cards Graded homework KWL charts Learning Contracts Portfolios Chapter Tests Cooperative Projects Cumulative Reviews Teacher Observations Student conferences Progress graphs Participation Self-assessments Technological projects Unit tests
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  • Accommodation: Provides an adaptation for a student with special needs without setting different expectations. Modification: Requires that students with special needs perform objectives that are different from those of the rest of the class
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