Inclusion 301

Front 1

Effective differentiated instruction involves

Back 1

1. knowing your students
2. understanding the curriculum
3. providing multiple pathways to learning
4. sharing responsibility with students
5. taking a flexible and reflective approach

Front 2

tomlinson is identified with which type of instruction

Back 2

differentiation

Front 3

Knowing your students is extremely important
As a teacher you must

Back 3

find out who they are as individual learners and as a community of learners
create opportunities to learn about their strengths, needs, interests, preferences, and ways of learning
and systematically study learner traits to understand what they bring to each learning situation and what they need to succeed

Front 4

Another important element of DI is providing multiple pathways to learning
Teachers need to:

Back 4

know and use a variety of teaching methods
build open-endedness, choice, and the potential for simple or complex responses
offer students the opportunity to work in a variety of contexts including groups, partners, and individually
base learning groups on a variety of different factors including readiness, interest, learning preferences, background experience or learning need

Front 5

Another key element is sharing responsibility with students
Teachers need to:

Back 5

scaffold instruction so that all students can experience success
build on student interest and skills
provide opportunity for student choice and independent learning
help students build personal strategies to organize, make sense of, retain, and retrieve concepts and ideas
provide opportunities for students to set goals, reflect on learning, self monitor and self assess their own learning

Front 6

what are the components to the multi tiered response to intervention program

Back 6

universal bottom, targeted, intensive

Front 7

Who Are Exceptional Learners?

Back 7

Students who are gifted or developmentally advanced
Students with Learning Disabilities (LD)
Students with Attention Deficit Hyperactivity Disorder (ADHD
Students with Speech and Language Exceptionalities
Students with Behavior and Emotional Exceptionalities
Students with Intellectual Disabilities
Students with Autism Spectrum Disorder (ASD
Students who are Deaf and Students who are Hard of Hearing
Students with Visual Impairments and Students who are Blind

Students with Physical Disabilities

Front 8

Accommodations:

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change how a student is taught and how he or she is assessed

Front 9

Modifications

Back 9

Modifications change what a student is taught and how he or she is assessed

Front 10

It may be helpful to think about adaptations as

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Instructional Accommodations and
Curriculum Modifications

Front 11

According to Tomlinson, (pg 72 text) Content is the “input” of teaching and learning. Its what we want students to learn.
Differentiating content can be thought about in two ways:

Back 11

1. we adapt WHAT we teach (having some students work on fractions while others work on hard division)
2. we adapt HOW WE GIVE STUDENTS ACCESS to what we want them to learn (have advanced readers independently read a novel while I find time to read the same novel with others or assign partners to work together on the same novel)

Front 12

According to Tomlinson (pg 79 text) process mean

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SENSE MAKING or opportunity for learners to process ideas and skills.
In the language of school, process is often thought of as the activity.

Front 13

Differentiating Product

Back 13

The product is typically a long term endeavor.
In a DI classroom, teachers may replace tests with rich product assignments or combine the to maximize opportunity to think about, apply, and demonstrate what they have learned.