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20 Cards in this Set
- Front
- Back
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DI Characteristics |
- Pro Active - Qualitative over Quantitive - Formative Assessment - Student Centred - Blended - Organic, Evolutionary |
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Content, Process, Product |
Content - What students learn Process - How they learn Product - How they demonstrate what was learned |
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Rationale |
- No standard issue student - No substitute for High Quality curric instruction - we continuously fail to help every learner be successful |
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DI Classrooms have: |
- Differences that are studied, used - many forms of intelligence and excellence - many interests that are used - multioption assignments - flexible time - variety of materials, opinions - Student centred. They set goals. Teacher facilitates |
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Aimee Mullins |
- Use of negative adjectives - language affects our world/perspectives - only disability is perceptions of others - provide opportunities - embracing adversity, its natural and useful, gives us sense of self/power - contribution to society determines value - human will can overcome |
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Neuron Therapy self regulation |
- Calm environment is important. sometimes surprising things can calm - Self regulation controls energy burned. it is how we recover. otherwise, systems will shut down to conserve energy - Concrete examples of regulatory: headphones, bikes, knitting |
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Nueron Therapy - Anxiety |
- "Arousal Cycle" is where biologically things deplete our energy, our negative emotions become unfocussed and cognitively we have fixations - hyper sensitivities affect this |
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Neuron Therapy - Sensory Integration Disorder |
- Like RPMS in a car. Kids can be set high naturally - Find their "blocking activity" or "safe place" respond to triggers/actions provide child with tools to combat - self awareness is key step (intreception) |
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Neuron Therapy - Labels |
- create barrier or a film we see people through - instead identify "strengths" "weaker" - dont rush into categories, first find what really helps instead of taking shortcut to diagnosis |
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Key Elements of DI? |
- know your students - understand the curriculum - provide multiple pathways to learning - share responsibility w/ students - flexible and reflective approach - why didnt somethign work? |
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Modification vs Accomodation |
Mod=what. What are they doing? What are they using? Accomodation= how. How are they doing the task? |
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Learning Style Preferences |
Environmental/personal factors Ie bright colours in a room |
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Intelligence Preferences |
Gardners Multiple Intelligences Sternbergs Combinations - analytic (school smart) - practical (logical) - creative (problem solving) |
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Learning Style Preferences |
Environmental/personal factors Ie bright colours in a room |
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Intelligence Preferences |
Gardners Multiple Intelligences Sternbergs Combinations - analytic (school smart) - practical (logical) - creative (problem solving) |
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Cultural/Gender Preferences |
- emotive vs rigid - competitive vs collaborative Ect - combined preferences |
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Strategies for Intelligence Preferences |
Complex instruction - deducting intellectual strengths and drawing on them Entry points - enter and explore based on each preference (ie musically) 4MAT - master info, understand key ideas, involve personally, create something new Varied approach to organizing ideas - ie note taking |
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Strategies for Intelligence Preferences |
Complex instruction - deducting intellectual strengths and drawing on them Entry points - enter and explore based on each preference (ie musically) 4MAT - master info, understand key ideas, involve personally, create something new Varied approach to organizing ideas - ie note taking |
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Interest Strategies |
- sidebar strategies: ie civil war - interest groups: ie animal stations - specialty teams: ie book analyzing |
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Readiness Equalizer |
- foundation to transformational - concrete to abstract - simple to complex - single to multifaceted - small leap to great leap - structures to open ended - dependent to independent - slow to fast |
