te803 jan 19 differentiation

8/14/2019 Te803 Jan 19 Differentiation

1/13

TE 803: professionalroles & teaching

ractices

Class 2

January 19,2010


2/13

Agenda

Check-in

Special Education: starting theconversation

Goal-oriented instruction & BIG Ideas

Unit Plan: Part I & III

Part II Workshop


3/13

Checking In

Free Write:

Where are you in your professionaldevelopment?

What do you want to learn andexperience in this class/this semester?


4/13

If a doctor, lawyer, or dentist had 40

people in his office at one time, all ofwhom had different needs, and some

of whom didnt want to be there and

were causing trouble, and the doctor,

lawyer, or dentist, without assistance,had to t reat them a l l w i th

professional excellence for nine

months, then he might have some

conception of the classroom teachersjob.

~Donald D. Quinn


5/13

Normal?

What is normal?

What is abnormal?

What is the socio-cultural definitionof normal & abnormal?

As a young student, what did youthink was normal? Has this changed

since then?


6/13

The normal looms over all of our lives, an

impossible goal that we are told is possible if: if

we sit still, if we buy certain consumer goods, if

we exercise, if we fix our teeth, if we ...

The normal, norm, or normalcy do not exist inthe real world of people, despite the fact that

we are told that we can modify our behavior

and train our bodies and minds to reach it. We

are told to chase it ... but when we chase it ...it disappears ... like a horizon that keeps

receding as you approach it.


7/13

Value?

How do we assess the value ofindividuals?

In what ways do we conform inschool? In life?

How different can we be in aninherently conformist system?

What role does a teacher have inencouraging/balancing creativity,

non-conformity, and success?


8/13

Ashley confronted me with my own deepprejudices about what it means to be a valuable

human being. I didnt know if I could truly

value a body that was so damaged. Ashley alsochallenged some of my ideas about intelligence.

If Ashley couldnt hear, speak, or see, how could

she learn? And if Ashley couldnt learn, was she

a fully functioning member of the human race?


9/13

No Child Le Behind

High Stakes

Accommodation

Differentiated

InstructionAbility

Inclusion

Expectations

Accountability

Collaboration

Difference


10/13

INCLUDE

Identify classroom demands

Note students strengths & needs

Check potential areas of student success

Look for potential problem areas

Use information to brainstormaccommodations

Decide what to implement

Evaluate students progress


11/13

breadth

depth

Content Coverage


12/13

Unit Planning

GOALSBIG

IDEA(S)CONTENT

ASSESS-

MENT

LESSON

SEQUENCE


13/13

For Next Time

JAN.26

READ: Friend & Bursick Ch.7

Brophy & Alleman Ch.2

DUE: Identify teaching dates

Bring course pack $ if you didnt thisweek ($4.40)

te803 jan 19 differentiation

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