Unit 1 - Differentiated Instruction

Accommodation

(aka "adjustments) - More of a general term that refers to changes that are made to support students within various educational settings - Not just for general education classroom

Modification

(think "content") - Actual changes made to the content itself, in terms of content covered or content that is assessed

Adaption

(think "instruction") - Specific changes made to the way content is presented and the way students respond to instruction - Includes all adjustment to instructional methodology and environment that enable students to engage the general education curriculum

Universal Design for Learning (UDL)

- A flexible, whole-school approach approach to education - Focuses on designing teaching strategies and assessment methods to accommodate a wide range of individual abilities and preferences - Attends to individual needs in a general fashion - Stresses proactive approach - Capitalizes on new technologies - Emphasizes a continuum of students with learning-related disabilities

Differentiated Instruction

- A process to approach teaching and learning for students of differing abilities in the same class - The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is, and assisting the learning process - Guided by data-based decisions - Driven by assessment results (do what works)

What are the basic student needs in the classroom?

- Belonging - Freedom - Valuing - Safety - Enjoyment - Stress-reduced - Fairness

Exceptionality

- Refers to individuals who significantly differ, in one or more ways, from those who are considered average - Can be those who need more help or those that greatly excel

Who needs differentiation?

- Students already identified as having a disability - Students who are struggling with the demands of school but haven't been identified as disabled - Students trying to master English - Students at risk or whose school lives/performance are impacted by outside factors - Students who are gifted

What are the realities for classroom teachers today?

- lots of students - great amount of diversity - not enough time - too much to do - insufficient training

"At Risk" groups

- significant loss* - refugees* - GLBTQ* - abuse/neglect* - poverty/homeless* - foster care - substance abuse - gangs - teen suicide - pregnancy - gangs - incarcerated youth - parent

9 principles of comprehensive differentiation

1.) All students must be valued 2.) Meaningful relationships between teachers and students need to be developed and cultivated 3.) Successful learning outcomes derive from a positive classroom climate 4.) Teachers have control over a number of critical factors that have a major impact on student learning and behavior 5.) Affording students choices contributes to effective classroom dynamics and enhances self-determination 6.) Teachers and students in effective classrooms are considerate of of individual differences, including cultural and familial differences 7.) Proactive planning for differentiation (prevention) is preferable to creative approaches (crisis intervention) 8.) Teachers should not feel that they are alone - resources such as other teachers, administrators, and parents can contribute to successful instruction 9.) Effective classroom management is "invisible"

2 Levels of Differentiation

1.) Global/Macro Level - applies to the education classroom in general - universal design for learning (UDL) - works for many students, not just those with disabilities - ex. posting PowerPoints before class 2.) Specific/Individualized/Micro level - specific adjustments that apply to specific students - not necessarily beneficial to others

5 critical dimensions of inclusion

1.) Sense of Community and Social Acceptance - embrace kids who are different - create a positive classroom environment - value and nurture every student - maintain positive attitudes about all diversity - hold high expectations - educate students about diversity - basic student needs in the classroom 2.) Appreciation of Student Diversity - get to know and understand each student - recognize and respond to each student's educational needs - be sensitive to the cultural, community, and family values that affect students' experiences 3.) Attention to Curricular Needs - students may have functional needs that are separate from intellectual needs - neglecting students' curricular needs may lead to behavior problems and failure to prepare for the future - adjust the curriculum so that it is accessible to students with disabilities - attend to the hidden curriculum - differentiate 4.) Effective Assessment, Management, and Instruction - assessment - successful classroom management - effective instructional techniques - appropriate accommodative practices (differentiated instruction) - instructional flexibility - autistic kids want regularity, structure, and order 5.) Personal Support and Collaboration - service providers work together to provide support - educators need support and collaboration from/with - administration - peers - other teachers/teaching assistants - parents

What are the 6 key elements of differentiated instruction?

1.) Setting - the classroom (don't want distractions) - the "where" of instruction - accessibility, lighting, seating 2.) Content - what we teach/cover in instruction - the "what" of instruction - content is modified, what is being taught is changed 3.) Materials - what we use for/in instruction - the "tools" of instruction - ex. reading materials, microphone, closed captioning 4.) Intervention/Instruction - how content is presented and how kids are asked to respond - the "how" of instruction - instruction is "adapted" when it is changed 5.) Management/Behavior - classroom management - the "behavioral" aspects of instruction - behavior component 6.) Affect - How the kids are affected - the "personal and emotional" aspects of instruction - Personal emotions of kids, what they bring to school from their personal lives

Differentiated instruction in education is accomplished through...?

Adjustments

What is "hidden curriculum?"

Things you will have to teach that may not necessarily be part of the curriculum - study skills - learning strategies - social/interpersonal skills - real-life skills