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Chapter 8 Summary: Differentiating Instruction for Diverse Learners -…
Chapter 8 Summary:
Differentiating Instruction for Diverse Learners
Principles of Differentiated Instruction
Universally designed, research-based, and culturally responsive
Determine if practices have social validity
Teachers should always reflect on their practices to determine if it acceptable and has efficacy through data collection and observations
Individualize Curriculum
Consider student strengths, challenges, and diversities when personalizing learning environment
Determine any variables in the classroom that can impact UDL and tailored instruction
Center for Applied Special Education Technology's (CAST) UDL Curriculum Self-Check Learning Tool
Can add or reduce the material and skills to be learned, the level of content difficulty, and how students demonstrate proficiency
Make sure learning goals align with IEPs, IFSPs, and 504 Plans
Allow learning goals to be meaningful, appropriate, challenging, interdisciplinary, student-friendly and culturally relevant
Assess prior knowledge to determine student mastery of content and tailor learning goals for students
Backwards Design & Assessments
Backwards Design:
a process for planning units of instruction and individualized lessons where you determine assessment first, then sequence instructional activities that will support students in achieving learning outcomes
Formative Assessment:
happens during instruction to monitor student learning progress; use to inform future planning
Summative Assessment:
happens at end of instruction to assess mastery of content; determine student achievement
Tiered Assessments:
happen during and end of instruction that are differentiated to meet strengths and challenges of students
Determine multiple ways that students can show their proficiency and mastery
Allows for student choice in how they complete assessment
Universally Designed Accommodations & Materials:
solutions to barriers faced by some students in learning new content
Allow diverse students to master content
Offer students a range of choices to access curriculum and opportunities to respond in different formats
Multilevel teaching
: students receive lessons in the same subject area as peers but at varying levels of difficulty
Curriculum overlapping
: teaching a diverse group of students individualized skills from different subject areas
Content/Difficulty Level differ but goals overlap with general education through partial participation
Student's academic program guides teaching instructional strategies and learning activities
Instructional materials can be accommodated based on academic abilities, interests, experiential/cultural backgrounds, and learning preferences
Does not have to always be disability specific
They must be selected to be an appropriate support to allow access to learning and demonstrate understanding of learning
Can change as students progress throughout the unit and/or school year. Always evaluate and make changes to accommodations when necessary
Should be aligned with UDL principles and districtwide policies
Access differentiated techniques to determine impact on students and level of curriculum mastery expected of students
1st Level - techniques allow access to curriculum without affecting level of mastery (no adjustments in curriculum)
2nd Level (Low Impact) - adjustments to teaching methods but have little impact on curricular mastery (alter how students are taught)
3rd Level (High Impact/Modifications) - Alter content of curriculum, the way students are taught, and requirements for mastery
Have to determine how much disability affects educational performance and if student will need accommodations to access curriculum
Personal Support
Language Proficiency - keep the same goals for all students and be intentional that all students are demonstrating their knowledge in a way that makes sense for them
Learning Preferences - use different types of reinforcement and feedback to increase motivation and performance
Can be understood by conducting a learning preference assessment
Allow choice making when appropriate
Think about learning span of students
Field-independent:
students work best on individual tasks & teachers foster learning through competition and independent assignments
Field-dependent:
students prefer to work in groups and establish relationships with others & teachers use personal and conversational teaching techniques
Sensory Abilities
Encourage independence and foster communication with students/families
Support can come from multiple professional staff and adults within the school
Evaluate if the practices have impact and are effective & determine the skills/resources/support/time needed to implement
Using Instructional Technologies and Assistive Devices
Consider if they match the instructional goals, curriculum being used, educational philosophy, will impact student learning, and match student strengths and challenges
Instructional Technology
Online instruction - discussion groups, chats, social media, videoconferencing, and using a variety of tools to learn content
Flipped classroom - students learn background information before coming to class to then learn new content
Helps address student diversities and help with differentiation of instruction
Technology based instruction - individualizes instruction and assessments to allow students to work at their own pace
Video-Based Digital Materials
Presentation software - makes instruction more effective, motivating, and interactive and can be embedded with opportunities to respond
Digital stories - present understanding of learning creatively
Use web cameras - create video-based teaching and learning, increase visual literacy skills, view live events and participate in programs remotely
Closed captioning and liquid crystal display - presented on the screen in real time to provide auditory and visual context for of new vocabulary and information
Differentiate instruction by displaying information from online, engage students with "clickers", and provide more classroom management
Simulations, VR, Augmented Reality - foster academic, critical thinking, social and metacognitive skills in lifelike learning, social, and community-based environments
Make sure all students can use digital materials using UD checklist
Digital Citizenship
Teach rules, etiquette, and common sense for using online platforms
Always monitor students when using online platforms for safe usage
Demonstrate and model how to use online platforms appropriately
Assistive Technology
(typically part of a student's IEP)
Mobile devices and apps:
interactive, handheld, and accessible
Physical Disability Devices -
use for communication (verbal and written), movement, academics, and independence
Visual and Reading Disability Devices -
text-to-speech, speech-to-text, reading accommodations, seeing the text better, visually presented information, optical aids, communication, electronic travel aids
Deaf and Hard of Hearing Devices - hearing aids, communication, IP-RELAY, independence, learning, closed captioning, using technology
EL Backgrounds - sensory-based support, captioning, translating, native language text, bilingual software programs, bilingual online assistance
Differentiated Instruction: Students Who Struggle with Reading
Always important for teacher to teach using different types of text structures and how to use learning strategies to support comprehension
All students get multiple opportunities to develop decoding and vocabulary skills
Teacher Comprehension Strategies
Previewing - academic vocabulary/language, unknown words, text structures, bolded terms
Link new vocabulary to visuals, videos, and cognates in native student language
Vocab-o-gram: students predict what a text might be about based on a variety of words from the text
Prereading organizers and self-monitoring checklists help students with learning purpose of reading
Use cues to help identify essential information (highlighting, labeling, writing in margins)
Active prior knowledge
KWL chart
Complete a writing activity to build knowledge on topic
Questioning - respond or generate questions before/during/after reading text
Foster close reading, focus attention, increase comprehension
3-2-1 exit ticket
Literal questions, literacy-based questions, inferential questions, ponderable questions, elaborative questions
Who, what, where, when, how
Modify questions using language, type, and timing - make sure all students feel comfortable responding
Reciprocal Teaching - students read a part of text, summarize it, discuss it, answer questions to check understanding, predict future content
Prompting, instructing, modifying the activity, praising students, and offering corrective feedback
Collaborative Strategic Reading - teacher uses modeling and talking aloud to teach why, when, and how to use comprehension strategies
Strategies - previewing, click and clunk, get the gist, wrap-up
Collaborative reading groups help students share responsibility for comprehending and reading the complex text
Story/Text Mapping helps identify major elements of a story using visual representation
Student Comprehension Strategies
Always model and role-play the use of comprehension strategies, thinking aloud, and offering opportunities for collaborative and independent practice
Find the main idea - identify who, what, where, when, and how
Predicting - before reading make prediction, then check their work and reflect as they read
Surveying - SQ3R (survey, question, read, recite, review)
Self-Questioning - composing questions addressing the selection they are reading, predicting answers, and finding text evidence
Socratic discussions and reciprocal questioning
Paraphrasing - Read paragraph, ask the main idea/supporting details, putting information in own words
Summarizing helps identify main points and eliminate unnecessary information
Reading Accommodations
Reduce text complexity, create adapted versions, use shorter passages, predictable structures, and text augmentations
Highlight essential information - pair questions with page numbers, simplify vocabulary used, literally highlight important information
Use technology to provide multiple supports that are accessible quickly
Use web-based programs, readability software programs, QR codes, audio- and video-based materials, electronic libraries
Differentiated Instruction: Students With Diverse Backgrounds
Multicultural Curriculum
Help all students understand cultural perspectives, function in their own and other cultures, promote racial and ethnic harmony, counter discrimination, understand cultural and ethnic alternatives, develop academic skills, improve ability to reflect
Must teach about all groups directed to all students in all content areas
Address content integration, knowledge of construction process, use equity pedagogy, foster prejudice reduction and empowering school culture
4 Hierarchical methods: contributions (ethnic heroes and holidays highlighted), additive (content and issues brought into curriculum), transformation (enhance curriculum by exploring themes and problems from cultural perspectives), social action (encourages students to identify and take action on social problems)
Parallel lessons allow students to learn about individuals and content from mainstream and other cultures
Multicultural Teaching Materials
Reflect a wide range of experiences and aspirations
Cultural, ethnic, linguistic, and gender diversity
Culturally Relevant and Responsive Teaching Strategies
Keep in mind student experiences, cultural perspectives, language backgrounds, and developmental ages
Find connections between themselves and subject matter
Strategies: emphasize verbal interactions, teach self-talk, facilitate divergent thinking, use collaborative learning and small group instruction, employ verve, focus on real-world tasks, promote teacher-student interactions
Reciprocal Interaction Teaching Approaches
Foster learning through verbal and written dialogues
Use prior knowledge and experiences to add a context that promotes comprehension and language development
Everything must be student-centered
Scaffolding helps break down concepts that are more complex
English as a Second Language & Dual Language Approaches and Techniques
Total physical response - improve vocabulary through modeling, repeated practice, and movement
Sheltered instruction - cues, gestures, technology, manipulatives, drama and visual stimuli to teach new vocabulary
Natural language techniques - expansion, expatiation, parallel talk, and self talk to develop language use by students
Always focus on essential and academic vocabulary that are related to students lives