teaching and learning together in inclusive schools

Teaching and Learning Together in Inclusive

Schools

QuickTime™ and a decompressor

are needed to see this picture.

Earth’s Population“If we could shrink the earth’s population to a village of precisely 100 people, with all the existing

human ratios remaining the same, it would look something like the following:

There would be:

57 Asians; 21 Europeans; 14 from the Western Hemisphere, both north and south; 8 Africans,

52 would be female; 48 would be male,

70 would be non-white; 30 would be white,

89 would be heterosexual; 11 would be homosexual,

6 people would possess 59% of the entire world’s wealth, and all 6 would be from the U.S.,

80 would live in substandard housing,

70 would be unable to read,

50 would suffer from malnutrition,

10 would have a disability,

1 would be near death; 1 would be near birth,

1 would have a college education,

1 would own a computer

“When one considers our world from such a compressed perspective, the need for acceptance, understanding, and education ,become glaringly apparent.”

Adapted from a speech by:

Dr. Phillip M. Harter, MD, FACEP

Stanford University School of Medicine

What are you already doing to differentiate instruction in

your classroom?

The one haunting realization teachers can have when reflecting

upon students that they have served is.......

They Could Have If Only I Would Have!!!!

(Weikert, 2009)

““We need to make We need to make

Differences ordinary” ordinary”

Let’s look at our classroom.

So, how do we do that?

BY BEING PROACTIVE IN PLANNING FOR ALL

NOTREACTIVE IN TRYING TO FIT A FEW

Let’s Define Differentiated Instruction

Differentiating instruction is doing what’s fair for students. It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.

Pre-Assessment(Finding Out)

CurriculumState & LocalStandards

http://www.pdesas.org

StudentReadiness,

Ability, Interest,Talents, &

Prior Knowledgehttp://www.cast.org

http://www3.bucksiu.org/167010649164760/cwp/view.asp?A=3&Q=275957&C=55775

ContentWhat the

teacher plans to teach

http://www.cast.org

ProcessHow the teacher plans to instruct

ProductAllows

students to demonstrate and extend what they

have learned

SummativeAssessment

DI/UDL (THE BIG PICTURE)Used in Planning and Implementing EFFECTIVE

INSTRUCTION

FormativeAssessment

to increase STUDENT ACHIEVEMENT

http://www.pdesas.org/



http://www.cast.org/

http://www3.bucksiu.org/167010649164760/cwp/view.asp?A=3&Q=275957&C=55775



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

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

The strategies of differentiation/UDL are

interdependent.

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 ThingDoing the Real Thing

90% Doing

Hierarchy of LEARNING

Strategies to Make Differentiation Work

1. Tiered 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.

Tiering for Readiness(Prior Knowledge)

Key Concept Or

Understanding

Those who do not know the

concept

Those with some

understanding

Those who understand the

concept

Planning Pyramid

Some students will know*The Geography of the conflicts

•The impact of the “greatest Generation”

•Major conflicts and leaders of WWII

Most students will know•Major conflicts and leaders of WWII

•The social and cultural changes

All students will know•The three fronts and outcomes

•The major outcomes of WWII

•The major differences between the sides of WWII

Unit Planning

What some students Will learn

What most studentsWill learn

What all students Should learn

•How Earth looked during the ice age•Disasters caused bysudden changes•Geographic examples of slow and fast changes

•Compare and contrastWeathering and erosion• How humans causephysical and chemical weathering•Basic types of rocks

• Basic components of Earth’s surface• Forces that change crust and weathering and erosion

Date: Sept. 1-30 Class Period 1:30-2:30

Unit Title: Weathering and Erosion

Materials/resources

Guest speaker on volcanoes

Video erosion and weathering

Rock samples

Library books: disasters, volcanoes, etc.

Colored transparencies for lectures

Instructional Strategies/Adaptations

Experimental

Concept maps

Cooperative learning groups to learn material in textbooks

Audiotape of chapter

Study buddies tp prepare for quizzes and tests

Evaluation/Products

Weekly quiz

Unit test

Learning logs (daily record of “What learned”)

Vocabulary flash(Refer to handout on 9 ways to adapt)

Tiering for Interest(Different parts of a cell)

Key Concept THE CELL

One part tied to conceptNucleus

Second part tied to concept

Cytoplasm

Third part tied to concept

Mitocondria

Tie everything back to key concept. Students might be in a jigsaw activity and bring the info back to their base groups, so you could also differentiate the process.

Tiering for Learning Style

Key Concept Or

Understanding

Represent concept visually

Using drawings or photographs

Represent concept in 3 Dimensional

format

Represent concept by

written report

All shared with entire class and all related to BIG PICTURE

What Can Be Tiered?

• Processes, content and products

• Assignments

• Homework

• Learning stations

• Assessments

• Writing prompts

• Anchor activities

• Materials

"A tiered lesson is a differentiation strategy that addresses a

particular standard, key concept, and generalization, but allows

several pathways for students to arrive at an understanding of

these components, based on the students interests, readiness, or

learning profiles".

Tiering Instruction

1. Identify grade level and subject2. Identify the standard you are targeting3. Identify the key concept and generalization.

In other words, “What big idea am I targeting?”

4. Be sure the students have the background knowledge necessary. Are there skills that need to be taught first? You might have to scaffold.



Tiering Instructions

5. Determine in which part of the lesson you will tier. You may choose to tier the content, process, or the product.

6. Determine the type of tiering you will do: readiness, interest, or learning style.

7. From here plan your tiers.

8. How are you going to assess?QuickTime™ and a decompressor



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.

Specifically, differentiation/UDL is not

viable without flexible groups.

Flexible groups based on readiness/UDL principles are

impossible without assessment.


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

Ebb and Flow of Experiences(Tomlinson)

Back and forth over time or course of Back and forth over time or course of unitunit

IndividualIndividual Small Group Whole Group Small Small Group Whole Group Small Group IndividualGroup Individual

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

Two important management strategies when differentiating

instruction

‘6 inch voices’

‘3 before me’

So….Cooperative Learning is also important

Why use it?• Well researched strategy

• Increases engagement and achievement

• Increases opportunities to respond

• Improves classroom environment

• Allows for social interaction

Cooperative Learning• How effective is it?• Groups:- quick partner activites for review, check for

understanding- base groups- ad hoc groupings (e.g., interest, modality)- In moderation, flexible ability grouping• TEACH targeted social-communication skills and

task-related skills• ADAPT BY_________________________________________________________________________

Tiering instruction can not succeed without assessment

and flexible groupings.




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.

Open-ended tasks flow into research and independent study as an option in DI.

So, I have planned for all students in most ways but

what about specific students with an IEP?

What can I do?

Individual Adaptations PlanStudent____SAM_______ Class_____________ Date____________

Classroom Teacher__________________ Special Education Teacher____________Goals/Objectives___________________________________________________________________________________________________________________________________________________________________

_

Class Activity General AdaptationsSpecific Adaptations

• lecture/discussion

• Silent reading of text

•Cooperative Projects

• Individual Seatwork

•Tests/Quizzes

• Homework

•Alternative activities

• Assistant will assist Sam in using a daily note sheet to list main idea, key concepts in his notebook• Place Sam in group with peers that know him well•Assist Sam with reading directions; provide prompts, as necessary, referring to necessary sources of information that should be used (text, notes, map).• During class review session the day before the test, assist Sam in preparing his own study guide. Send Sam to Resource for tests; Ms. Elliot will assist with reading and recording answers, as per IEP accommodations.•Prompt Sam to record assignment in his blue notebook.• If time is available because Sam has completed his work and does not have work fro other classes to catch up on, he may go to the library for alternative activity (e.g., computer search related to chapter topic, current events in newspapers ). Keep a record of times when alternative activities are used.

•Identify one main idea/concept per day.• highlight main ideas/key terms in text.• Identify Sam’s specific tasks and contributions.• Adapt worksheets as necessary• Main ideas/concepts listed on sample study guide. All tests will be adapted.• Simplify homework, reduce amount.•Generate ideas for specific alternative activities related to Chapter topic.

Classroom Participation Plan with General Adaptations

Student____________________Class_______________Date______

Curricular Adaptations: Simplified and Alternative

Activity IEP Goals General adaptations and procedures

9:00-9:10

Arrival

9:10-9:30

Journal writing

9:30-10:15

Reading:

Oral reading, discussion of text book selection

1.Picture Schedule

2. Greetings, “Hi, (name).”

3. Relate recent events in two or three word sentences

1. Computer journal activity

2. Read, write and spell functional vocabulary words

1. Comprehension questions, novels, yes/no questions

2. “Wh” questions

• Flip to picture symbol:Classroom/backpack.(note:Begin activity by having Melanie flip to appropriate symbol on picture schedule.)•Monitor putting away belongings:notebook in desk, lunchbox in cubby, backpack on hook• Review classmates’ names in photo album. Greet, socialize with peers.• Melanie will tell aide or peer one thing that happened yesterday that she liked. Write it down; have her copy it on computer and then read it.•(Specific Adaptation: Select weekly vocabulary words from Melanie’s journal entry, if appropriate.)• Ask Melanie yes/no questions about some aspect of the daily selection. If she answers incorrectly, restate the question. Prompt correct response after two errors. • following oral reading of text or worksheet material, teacher will ask Melanie “wh” questions that approximate those asked of other students (e.g., students are asked, “How did Anna relate to her new stepsister?”Melanie is asked,”Who is the sad girl in the story?”)• Movement break at approximately 10:30• (Specific Adaptation: Think of yes/no and “wh” questions related to the daily reading selection.)

Activity

IEP Goals General Adaptations and Procedures

10:15-11:00

Language skills/spelling: Individual worksheets on targeted skills

11:00-11:30

Shared reading

11:30 - 12:00

Lunch

1. Inventive spelling/class assignments

2. Follow directions from cues

3. Read, write, spell functional words

1. Comprehension questions, novels

2. Expand phonemic awareness, letter-sound associations

1. Follow lunch routine with minimal prompting

2. Use communication devices to initiate, make choices

• Select at least one vocabulary word per week from the lesson. Have Melanie make flash cards for vocabulary/spelling words. She will write or type the word (her choice) on one side of the card, cut out the picture, and paste it on the other side. Prompt her to point and say the words.

(Specific Adaptation: Select function words; gather pictures; adapt skill worksheets, if possible.)

• Alternative adaptations: Melanie will work in an individualized reading program with special ed. Teacher during shared reading

• See task analysis for lunch routine

• Prompt Melanie (using gestures) to point entrée’ choice following cafeteria worker’s cue

So what if things aren’t working?

Use the SAS Toolkit……..

Making General Education Classes Accessible for ALL

Students: Using the Supplementary Aids and Services (SAS) Toolkit

Purpose of the Toolkit

Process used to identify and align supplementary aids and services with individual student strengths, to meet their needs in the general education

classroom environment.

The presumption is that IEP teams begin placement discussions with the consideration of the regular education classroom with the supplementary aids and services needed to benefit from educational services

Supplementary Aids and Services(Etscheidt & Bartlett, 1999)

Collaborative Personnel and team collaboration

Instructional Delivery of instruction, modified curricular needs, assessment, grading

Social-Behavioral Behavioral supports, self management, peer supports

Physical Physical environment, mobility, room arrangement, seating

Collaboration Necessary

Use collaborative teaming practices Assign/rotate roles

Use activity agendas

Attend to time limits

What is the SAS Toolkit?

• A multi-step student specific process

• Merges information about the student and the general educa-tion setting. We have to ask,

“What is going on instructionally.”

• Identifies support options for student learning & participation in general education classrooms.

• You don’t necessarily change the student, you change the environment.

SAS ToolkitA Multi- Step Process

Step 1: Identify student’s strengths

Step 1A: Environmental Scan of General Education Classrooms

Step 2: Identify Barriers to Learning and Participation

Step 3: Identify Potential Support Strategies based on STEP 1 1A, and STEP 2

Step 4: Determine which SAS will be implemented and if any training is needed

Who Completes the SAS Tool Kit?

General Ed Teacher

Special Ed Teacher

Parent

OT and PTSpecial Ed Supervisor

Principal

Other Support Staff

Supplementary Aids and Services Tool

Step 1:

Identify the strengths

and interests of the student…


Instructional Method and Materials

Instructional Delivery and Social Routines

Setting Characteristics

Step 1A:

Environmental Scan of General Education Classrooms:

Supplementary Aids and Services (SAS) Consideration Tool1

Completed By:Identify classroom(s) used as a reference point for Step 1:

Date:Student:

2Coding Key: 1 = never; 2 = occasionally; 3 = frequently

1 2 31 2 31 2 31 2 31 2 31 2 31 2 3

Printed Materials Textbook Workbook Trade book Worksheets Newspapers/magazines Other ____________________ Other ____________________

Frequency of Use2

1.1 Instructional Method/ Materials

Identify supplementary aids and services that could support this student’s participation and learning in this class. Consider all possibilities, consulting available resources and support personnel.

Given what you know about this student, identify any difficulties you can anticipate in this setting, based on his/her current skills, needs, and learning style.

Use, as a reference point, the general classroom(s) this student would attend if he or she did not have a disability. In collaboration with the general education teacher(s), create a profile of the instructional environment(s) by circling the number that best describes the frequency of use of identified materials and instructional practices.

Step 3: Identify Support StrategiesStep 2: Identify Barriers to Learning and Participation

Step 1: Environmental Scan of General Education Classroom


Step 2: Identify Barriers to Learning and Participation:

student skills, learning characteristics and priority needs

in the context of general education classroom


Step 3: Identify Potential Support Strategies

Support strategies should maximize participation and reduce instructional barriers.

Use the strengths to bridge the barriers

Remember

SAS Fact Sheet could help structure your thinking

Value and Welcome ALL Ideas!

Supplementary Aids and Services Consideration Tool

Step 4: Determine which SAS will be implemented:

Identify the most appropriate

supplementary aids and services needed to support this student’s learning in general education settings

SAS Includes Supports for

Adults, too!!• Adults need supports to do things in ways that they have not had previous experience

• Identify training, technical assistance, administrative support needs, and other resources that are needed to deliver supplementary aids and services in ways that are new to instructional personnel

Technology Resources Technology Resources Search -Yellow pageSearch -Yellow page

The world we have created is a product

of our thinking. It cannot be changed

without changing our thinking.

~Albert Einstein

teaching and learning together in inclusive schools

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