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Special Education (Differentiated Instruction: Core (Content (Goal (We…

- - - - We must be sure the building blocks are in place for students before we ask them to move on to the next task. Differentiated instruction allows for variation in content without losing sight of the curriculum to which all children are entitled. (Levy, 2008)
  - - - Potential Strategic Procedure:
        
        Strategies in mathematics with a mini lesson outlining the analysis of a problem. Teacher might break students into smaller ability- level groups, giving each group a problem that is at an appropriate level for their readiness. As the class progresses through this unit the teacher might show different ways students solve the same problem by grouping students based on learning styles.
        
        Student learning style can be determined through learning styles questionnaire or inventories given early in the year. By grouping students who are kinesthetic, linguis- tic, and artistic into separate groups they can demon- strate three distinct ways to solve problems and show how they came to a solution.
        
        Students do not all learn the same way, so we can-not teach them all the same way. We have to adjust our teaching style to reflect the needs of our students.
  - - - Students come to us with greatly varying abilities and experiences. The place to begin is with preassessment. Preassessments can be anything from a KWL (what I Know, what I Want to know, what I Learned) chart to a teacher-prepared test. The idea is to find a tool that gives you a snapshot of where your student is with respect to what you plan to teach (Levy, 2008)
      - Formative Assessment: Periodically Check in through exercises or handouts as this is a check evaluation to see if they understand the skill intuitively and know when to apply a concept to practice problems without the pressure of grades (Stanier, 2013)
      - Summative Assessment: Summative assessment is used to determine whether the student has successfully learned what was taught. These assessments can look as different from one another as our students do. Summative assessments include standardized tests, as well as teacher-made tests, quizzes, projects, performance assessments, and anything else one can imagine that can be objectively graded and is based on the curriculum (Taras, 2009)
- - - - Providing an appropriate education for talents and for students with severe members of the same heterogeneous
      - , • Differentiating primarily within rate, parallel tasks
  - - - Incorporate multiple intelligences and learning styles.
- - - - Mathematical difficulties are persistent and evident from the early elementary grades through secondary levels (Garnett, 1987). Based on their findings, Gersten and his colleagues suggested that, over a period of time, limited mastery of arithmetic combina- tions (basic facts) was a "hallmark" of mathematics dif- fculties.
      - With respect to the early grades, Gersten et al. (2005) examined several kindergarten through grade 2 studies that compared students who exhibited mathematical difficulties to their typically achieving peers.
      - Learning problems were found in arithmetic combinations (i.e., basic facts), counting strategies (e.g., counting all, counting on), and number sense (e.g., basic counting techniques, understanding of size of number, number relationships).
        Garnett, 1987)
- - - - Visua Aids: e.g. Diagrams, models, story maps, etc. For another exampl (Hedrick, 2000)
        
        Charts: e.g. when memorization is needed, students create their own charts to allow them to look up facts that they've not yet moemorized (again, as opposed to practicing incorrect answers)
        
        Outlines: summaries, organizers, and reading guides (Hudson, 1998) For Example, when the textbook is beyond the stduent's reading level, 1-2 page chapter summaries highlight the most important informaito nand are written at the stuents' reading level can be provided. To help ensure a match etween studetns' reading levels and reading mateirals, word processing programs can provide reading elvel estaimtes.
        
        Picture cues: combining vocaublyar words with graphis and other illustrations.
        
        Audio Taped: books, instructions, etc.