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Inclusion > Inclusion - Differentiated Instruction > Flashcards

Inclusion - Differentiated Instruction Flashcards

1
Q

Goal of DI?

A

Create independent thinkers, who are responsible for their own learning

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2
Q

Effective DI involves:

A
  • Know your students
  • understand the curriculum
  • providing multiple pathways to learning
  • share responsibility with students
  • taking a flexible and reflective approach
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3
Q

DI vs. Good Teaching

A

GOOD TEACHING
- all students feel welcome, getting to know each student
- promote on task behavioral & be sure students have a plan
DI
- flexible grouping, why/what purpose for groups
- satisfying student needs to grow & succeed
- allow for different timelines/version of assignments

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4
Q

Response to Intervention model (RTI)

A

Tier 1: universal: disabilities, high quality learning opportunities and support for all students–disabilities that have mild to moderate impact on their learning: response is + to supports
Tier 2: target support - academic failure at risk & behaviour problems, targeted, specific prevention & intervention for students– benefit from DI,
Tier 3: intensive - specialists involved, intensive, individual interventions, insufficient response to intervention

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5
Q

Who are exceptional learners?

A
  • gifted or DEVELOPMENTALLY ADVANCED: show high abilities in 1 of several areas
  • LEARNING DISABILITIES: discrepancy between ability & achievement
  • SPEECH AND LANGUAGE EXCEPTIONALITIES
  • ADHD
  • BEHAVIOR & EMOTIONAL EXCEPTIONALITITES
  • INTELLECTUAL DISABILITIES
  • AUTISM SPECTRUM DISORDER
  • DEAF & HARD OF HEARING
  • VISUAL IMPAIRMENTS/BLIND
  • PHYSICAL DISABILITIES
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6
Q

What does Understanding the Curriculum entail?

A
  • big ideas
  • implications of outcomes
  • skills that are essential for meeting the LO
  • outcomes relate to different students experiences & backgrounds
  • motivation
  • building their understanding and skills
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7
Q

When providing multiple pathways to learning what do teachers need to do?

A
  • know/use a variety of teaching methods
  • build open-endedness
  • work in a variety of contexts
  • learning groups based on: readiness, interest, preferences, experience, needs
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8
Q

Sharing responsibility with students, teachers need to:

A
  • scaffold
  • build on interest/skills
  • student choice & independent learning
  • build personal strategies and set goals, reflect, self-monitor/assess
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9
Q

Flexible and reflective approaches:

A
  • interest are always changing, keep them interested

- multiple routes

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10
Q

What are two different adaption?
AKA
Examples

A 
- Accommodation: change HOW a student is taught/assessed (instructional accommodations). Fully access the subject matter & instruction or demonstrate knowledge
Examples: enlarged print, sign language, preferential seating
- Modification: change WHAT a student is taught/assessed (curriculum modifications). alteration of performance level by reducing content to be learned, change in evaluation, alteration of goals, difficulty
TEAM decision (student, teacher, parent)
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11
Q

Keep in Mind:

  • opportunities to get to know students
  • set goals & identify key concepts, ideas, skills
  • set up multiplie pathways to learning
  • involve students through choice, interests, independence & reflections
  • flexibility is key
A
  • opportunities to get to know students
  • set goals & identify key concepts, ideas, skills
  • set up multiplie pathways to learning
  • involve students through choice, interests, independence & reflections
  • flexibility is key
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12
Q

What are the ways to differentiate instruction?

A

content, process, and product

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13
Q

What is Differentiating Content

A
  • WHAT
  • input
  • what you want students to learn
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14
Q

What is Differentiating Process

A
  • HOW
  • self-aware of LP
  • activity, specifically what they’re doing
  • what else can we do to meet objective
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15
Q

What is Differentiating Product

A
  • assessment

- choice=engagement in learning

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16
Q

how to differentiate content by interest

A
  • figure our what students interests are
    the choice = motivating, & enthusiastic
  • interest surveys
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17
Q

How to differentiate learner profiles?

A
  • gardner’s mi
  • how do they learn best
  • Expert teacher: knows how each student learns best
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18
Q

How to differentiate readiness?

A
  • their is choice, but there are tasks for all students to do
  • current level & growth, little bit of challenge, but still room to grow
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19
Q

What is DI?

A

“shaking up what goes on in the classroom”

  • multiple actions for taking info in, making sense, and expressing
  • maximizing lrng. & increase success for ALL
  • different avenues to acquire C, P, P
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20
Q

DI is not?

A
  • individualized instruction
  • providing homogenous grouping (must be fluid)
  • “tailoring the same suit of clothes”
  • Chaotic
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21
Q

DI is?

A
  1. Proactive: variety of ways to get @, & express learning
  2. More qualitative than quantitative
  3. Rooted in assessment: beg, mid, end.
  4. A way to provide multiple approaches to content process and product
  5. student centered
  6. a blend of whole class, group and individual instruction: small/individual, brings out new lrng
  7. organic: dynamic: continuously making adjustments
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22
Q

Learning takes place most effectively in classrooms where?

A
  • knowledge is organized
  • highly active in lrng. process
  • assessment is rich and varried
  • connection to lrng
  • zpd
  • motivation increases when interested in lrng
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23
Q

Rationale for DI:

3 conclusions about teaching and learning that drive effective differentiating?

A
  1. the image of the “standard issue” student: inevitability exists
  2. there is not substitute for high-quality curriculum/instruction
  3. build bridges between lrner & lrng
  • non negotiable
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24
Q

Comparing Classrooms: Traditional

A
  • differences are masked
  • assessment is single form at the end
  • single definition of intelligence
  • student interest is infrequently tapped
  • LP aren’t taken into account
  • whole class instruction
  • single options
  • inflexible
  • single interpretations
  • teacher directed
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25
Q

Comparing Classrooms: Differentiated

A
  • work together to set goals
  • differences are used
  • ongoing assessment
  • MI
  • excellence = individual growth
  • interest based learning
  • LP’s are produced
  • multi-optioned assignments/materials
  • teacher facilitates
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26
Q

DI: words of wisdom

A
  • doesn’t have to be everyday
  • can work within comfort zone
  • start small
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27
Q

Teaching Struggling Learners

A
  • look for the positives: everyone does something well
  • don’t let whats broken extinguish what works
  • pay attention to relevance
  • go for powerful lrng: lrn key concepts
  • use many avenues of lrng: sensory, kinesthetic
  • teach up: knowing lrng profile, complex tasks
  • see with the eyes of love: acceptance & potential
28
Q

Advanced Learners may not achieve their full potential because they..

A
  • can become mentally lazy
  • hooked on the trappings of success
  • perfectionist
  • fail to develop a sense of self-efficacy and study and coping skills
29
Q

what is learned helplessness

A

depending on others more than necissary

30
Q

when coaching Advanced learners for growth:

A
  • raise expectations
  • clarify what constitutes excellence
  • raise a support system
  • balance rigor and joy in learning
31
Q

why do we call it advanced learners

A
  • not as controversia

- mixed ability classroom

32
Q

What is differentiating content?

And what is its goal?

A
  • input of teaching and learning, what we teach, or want students to learn
    goal: offer approaches to input
33
Q

Differentiating Content can be thought of in 2 ways:

A
  1. adapt what we teach

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

34
Q

Interest differentiation of content

A

content in the curriculum that builds on their interest

35
Q

learning profile differentiation (content)

A

allowing for students to “come at” materials that match their prefered way of learning

36
Q

readiness differentiation (content)

A

matching material to a student’s capacity to read and understand it

37
Q

strategies for differentiating content

A
  1. concept-based teaching:emphasize key concepts
  2. using varied text and resource materials: match levels of complexity
  3. learner contracts
  4. minilessons: reteach part of lessons, find another way of teaching to groups
  5. curriculum compacting: helps AL maximize their timing
  6. varied support systems: stretch capacities as learners - highlighting print materials, audio/visual recorders
38
Q

curriculum compacting stages

A
  1. identify who is a candidate: what do they know/don’t
  2. go over what student didn’t master
  3. student to engage while others go about general lesson
39
Q

Differentiating Process

A
  • “sense making”
    effective activities: learn new concepts, consolidate learning a new concept, progress to more complex levels of learning
40
Q

Differentiating Process happens best when class activities:

A
  • are interesting
  • higher level of thinking
  • have to use skills to understand ideas
41
Q

Differentiating Process according to students interests

A
  • give student choices in which to help link personal interest to a sense making goal
42
Q

Differentiating Process and learning profile

A
  • encouraging to make sense of an idea in a preferred way of learning
43
Q

Differentiating Process - student readiness

A

-matching complexity to current level of skill

44
Q

Differentiating Product

A
  • helps students rethink, use and extend what they’ve learned
  • represent extensive understandings of ideas
  • represent elements of curriculum students can “own”
45
Q

Creating high quality product assignments

A
  • scaffold
  • goal: anticipate what is necessary to lift the student’s sights and build bridges to attaining goals
  • apply, extend, stretch understanding & skill
46
Q

strategies that support differentiating process

A
  • learning logs
  • journals
  • graphic organizers
  • learning centers
  • jigsaw
47
Q

Way to assess skill, understanding, and knowledge (differentiating product)>

A

high quality products - show what they know better when products are differentiated

48
Q

Benefits of keeping records when compacting/

A
  1. demonstrates accountability for students
  2. parents understand adv. for their children
  3. students develop awareness of their specific LP
49
Q

guidelines for successful product assignment

A
  • help students see skills & ideas used in real-world
  • blend multiple sources of info
  • use time wisely
  • many ways to express self
  • ## “check-in” dates
50
Q

three student characteristic guide differentiation:

A
  1. interest
  2. learner profile
  3. readiness
51
Q

students learn better if:

A
  • tasks ignite curiosity/passion (interest)
  • encourages students to work in a preferred manner, suitable to LP
  • close match for skill & Understanding of a topic (readiness)
52
Q

planning lessons differentiated by interests is

A

how to engage students in your lesson

53
Q

Goals to interest-based instruction

A
  • match between school & own desires to learn
  • demonstrate connections between all lrng
  • use familiar skills/ideas as a bridge to less familiar
  • enhance motivation to learning
54
Q

how are all 4 goals of interest based instruction likely to be achieved

A
  • look at a topic of study through lens of own interest
55
Q

two ways for a teacher to think about student interest?

A
  1. identify interest students bring to class

2. try and create new interests in their students

56
Q

Strategies for drawing on and expanding existing interests and linking them to the curriculum:

A
  1. sidebar studies
  2. interest centers/groups
  3. specialty teams
57
Q

Guidelines for interest based DI

A
  • link IB exploration with key componets of curriculum
  • structure for student success
  • efficient ways of sharing IB findings
  • open invitation for student interest
  • open eye/mind for students with a serious passion
  • IB DI can be combined with other types of DI
58
Q

What is learning profile?

A

this refers to ways in which we learn best as individuals

59
Q

goals of LP

A
  • help students understand individual modes of lrng that work best for them, and to find options that is a good fit in the classroom
60
Q

Categories of LP factors

A
  1. learning style: environmental/personal factors (lighting, oral)
  2. intelligence preferences: brain-based predispositions we all have for lrng (gardner-mi, sternberg)
  3. culture: creativity or conformity; partners or individuals
  4. gender based preferences: lrng patterns with great varience same as culture
  5. combined preferences: gender & culture, flexible
61
Q

what is readiness?

A
  • extends that student’s knowledge, understanding, and skill are a bit beyond what the student can do independently
  • zpd
62
Q

Modifying lessons according to Student Responses

A
  1. foundational –> transformational: info is new to students - info is clear - practice - move along quickly
  2. concrete –> abstract: key information - implications/interrelationship
  3. Simple –> complex: big picture - framewrok of understanding
  4. Single Facet –> Multiple Facet: few steps-greater flexability of approach
  5. Small leap –> great leap: mental leaps
  6. structured –> open ended: fairly laid out- explore
  7. Dependent–> independed: skill building-structured independence-shared-self-guided
  8. Slow –> fast: more time to study - more quickly through familiar
63
Q

Equalizing troubleshooting tips (readiness)

A
  1. lessons are: coherent, relevant, powerful, transferable, authentic, and meaningful
  2. curriculum that is good = zpd
  3. plan to work up
64
Q

Guidelines for LP Differentiation

A
  • some students share your LP
  • help reflect on their own preferences
  • ## use teacher-structured & student-choice avenues to LP DI
65
Q

Differentiation of instruction tree

A
  • Respectful tasks
  • flexible grouping
  • ongoing assessment and adjustment
    ~~~TEACHERS CAN DIFFERENTIATE
    -process
    -content
    -product
    ~~~ACCORDING TO STUDENTS
  • interest
  • readiness
  • learning profile

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