Edpy 301 Inclusive Ed

Front 1

Differentiated Education

Back 1

"multiple options for taking in information, making sense of ideas & expressing what they learn

Hint 1

"shaking it up"

Front 2

Differentiated Education Is...

Back 2

provides different avenues to acquire content, to process or make sense of ideas and to develop products so that each student can learn effectively. It is PROACTIVE

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Differentiated Education is NOT...

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Individualized Instruction (students have different learning needs). It's NOT chaotic (preplanned, purposeful student movement). It's NOT Homogeneous grouping (accommodations of all levels)

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Differentiated Education IS...

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is more QUALITATIVE than Quantitative. It's rooted in assessment, is student centred, organic

Front 5

DI - Words of wisdom:

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not every day

provide opportunity

focus on essential questions

take a risk & have fun

Think small

Assessment

make conscious decisions

start w/ what you already do

work w/ colleagues

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DI learning is most effective when:

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1.Knowledge is organized

2. Students active in learning

3.Assessments rich & varied

4.students feel connected & safe

5. push the learner a bit beyond their comfort zone

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Advanced Learners may not reach full potential because:

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1. can become mentally lazy even though they do well in school

2. become 'hooked' on success

3. may become perfectionists

4. fail to develop self-efficacy

5. fail to develop study & coping skills

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Struggling Learners need:

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1. look for positives

2. don't let what's broken extinguish what works

3. pay attention to relevence

4. go for powerful learning

5. teach up(know his learning profile)

6. use multiple avenues for learning

7. see with eyes of love

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Struggling learner's strengths:

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1. Advanced Ability

2. something that's solid

3. Relative Strength (struggle in math but good at reading)

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Accommodations:

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Changing HOW a student is taught or assessed

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ie: student w/ low vision = large print

deaf student = sign language interpreter

ADHD = preferential seating & opportunities to move

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Modification:

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Changing WHAT a student is taught and assessed. Change the curricular goals for that student

Hint 11

ie: instead of project on communities in different cultures, do one one your own community & identify who is who

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DI - Content, Process, Product

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DI Content

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The goal is: to offer approaches to information/skills that meet students where they are & support them going forward

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ie:

1. We adapt what we teach

2. adapt/modify how we give students access to what we want them to learn

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DI Content can be differentiated by:

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1. in response to student's interests, learning or readiness profile

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Interest Differentiation of Content:

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involves building curriculum ideas based on student interest

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ie: Teacher encourages comedian to read books with humour

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Learning Profile DI of content:

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ensures student has a way of 'coming at' ideas & materials that match preferred learning style

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ie: using overhead transparencies to link visual & auditory learning

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Readiness DI of Content:

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the goal to match the material based upon the student's capacity to understand it

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ie: don't ask a kid who doesn't speak English to read a level grade English textbook

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Concept Based Teaching

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emphasize key concepts and principles. Use a variety of materials to reach

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help students understand the purpose of what they are learning. Helps to understand not memorize. makes things more memorable & relatable

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Learning Contracts

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can contain both skills & content & can vary depending upon student needs

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students are accountable for their time & understand that teacher will assign them work if they violate terms of contract

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Mini Lessons

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reteach a part of the lesson to part of the class/ find another way of teaching it to small group/meet with another group to extend their skill

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Curricular Compacting

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3 stages:

1. teacher identifies students & assesses what they know/don't know

2 what skills they have mastered

3. design a study while others students are learning something else

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Varied Support Systems

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ie: reading partners

note taking

highlight printed material

digest of key ideas

peer & adult mentors

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Differentiating Process

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Process means 'sense making'

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ie: students need time to process the information to make sense of it & make it 'theirs'

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Students process ideas more easily when:

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classroom activities are interesting

to think at higher level

make student to use the skills to understand the ideas

Hint 24

ie: according to student learning profile: sit on a chair/floor/computer/handwrite

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DI Process according to student readiness:

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matching complexity of a task to student's current level of understanding and skill

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ie: learning logs, journals, cubing, literature circles, role playing, labs

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DI Product

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help students to rethink & extend what they have used over a period of time

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ie: a unit, a semester, a year. they are the elements of curriculum that students can directly 'own'. It must help them to show how they applied & expanded upon their skills

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3 students characteristics to guide DI

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1. Interest

2. Learning Profile

3. Readiness

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Interest-based instruction

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1.help students realize that there is a match between school & their own desire to learn

2. Demonstrate the connectedness between all learning

3. Enhance students motivation to learn

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2 ways to think about student interest:

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1. identify the students interests bring to the classroom

2.try to create new ideas for their students

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Learning Profile

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refers to ways we learn best as individuals

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to offer different options to help learners to find the best fit

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4 ways of doing Learning Profile

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1. Learning Style

2. Intelligence Preferences

3. Culture Preferences

4.Gender based preferences

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Combined preferences

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combinations of culture and gender will create different learning preferences

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Contextualized Learning

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It's meaningful, contextualized = in context, part of the context of life.

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How to make CLI meaningful:

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1. teachers teach skills

2. skills don't exist in isolation

3. skills are done in purposeful activities

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Feurenstein Scaffolding

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He wasn't interested in the end result, he was interested in the Mediated Learning Experience: Learning from others

Front 36

RISE/ RAISE

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acronym to describe elements that allow teachers to demonstrate instruction effectiveness

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R=repeated opportunities

A = Attending

I=Intensity

S=systematic support

E = Explicit Skill Focus

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Structural Scaffolds can be classified:

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1.Engineering a context

2. Skill Routine

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Scaffolding

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A structural technique where the teacher models the desired learning task & gradually shifts the responsibility onto the student

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Focus of scaffold is the handover. The student must be active & will lead to independence

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Zone of Proximal Development (ZDP)

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Vygostky: believed that students can be taught lessons by using scaffolding in their ZDP

"We don't learn because we develop - we develop because we learn"

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Zone of Actual Development (ZAD)

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What a student can do unassisted

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Characteristics of Scaffolding:

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1. interaction must be collaborative

2. scaffolding must operate within the ZPD & is slightly outside the level of competence

3 is gradually withdrawn

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4 phases in scaffolding:

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1.Modeling

2.Application

3.Scaffolding Fading

4. Mastery

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Modelling (in scaffolding)

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A teaching behaviour to show how to think, act in a situation

Hint 43

types:

1. talk aloud modelling

2. think aloud modelling

3. performance modelling

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Student Application

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practicing the skill they have seen modelled by the teacher

Hint 44

Teacher must monitor the progress to assess the student & provide feedback

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Scaffolding Fading

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instructor provides less feedback

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Mastery

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for some students they can perform new tasks without help from the teacher

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Task Analysis

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A detailed description of the steps, skills, task complexity, environmental conditions, and unique factors

Hint 47

Analyze what a task is, asses the child and put things together

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Shaping

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skill instruction involves breaking down the final desired activity into a series of individual tasks which require task analysis. The tasks are then broken into sub-tasks & mastered in sequence

Hint 48

movement to next task ONLY when previous one is mastered

Front 49

Types of Scaffolds:

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1. Structural

2. Interactive

Front 50

Structural Scaffolds:

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Static features of the context that can be preplanned by the teacher. Using a skill routine

Hint 50

ie: skills routines provides predicability to focus on the target skills rather than trying to figure out the steps

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Interactive Scaffolds

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involve intentional, dynamic, responsive actions on the part of an instructor during instruction