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Differentiated Instruction

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Differentiated Instruction

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    1. Differentiated Instruction What Works For Students In the Classroom Day 2

    2. TASK 30-20-10 Talk to your partner about everything you know about differentiated instruction.

    3. Agenda

    4. SAY-DO PRINCIPLE OF LEARNING

    7. Ponder This When instruction is delivered by “Most-Effective Teachers”… how many students will still need further “Accommodations or Modifications”?

    8. Who Deserves Accommodations!

    9. Group Activity: Grid of 9

    11. Adaptation Exercise Matthew is a student with a visual impairment who has difficulty reading student text. His teacher photocopies the required pages of the text in larger print so Matthew can read them. What adaptation is this teacher utilizing to ensure Matthew’s success?

    12. Adaptation Exercise James, is a student with Downs Syndrome. He is in a full inclusion class. Each student researched a state and created a project. James picked a state and the teacher provided him with a blank book with pages labeled for him to record the state flag, state bird, geography, etc… What adaptation did this teacher make for James?

    13. Adaptation Exercise Zach has ADHD and has serious problems staying focused and on-task. He will begin a task, but very quickly will lose his focus and become disruptive. When his behavior is pointed out to him, he can redirect his attention and continue with the task. What adaptations can his teacher make so that Zach can be successful in mastering the standard?

    14. Group Activity 2: “Kids in the Grid”

    15. Answers to “Kids in the Grid”

    16. When Are Accommodations Necessary?

    17. Possible Interfering Characteristics

    18. When Are Modifications Necessary?

    19. Accommodations to Consider Quantity of Independent Work (can still pass mastery tests) Time Level of Support (supportive interactions and materials) Input (different materials, more teaching, teaching differently, scaffolds, pre-teaching, think aloud, guided practice, etc.) Difficulty (not substantial) Output (different methods to show mastery) Participation/Engagement

    20. Modifications to Consider Difficulty (will not pass mastery test) Alternate Goals (same curriculum but different goals) Substitute-Functional Curriculum (different curriculum)

    21. “Fast Facts” (Know your student)

    22. Google! Earth

    23. Lunch

    24. Activity Michelle’s Accommodation History

    25. Fast Facts & Grid of 9 Practice Select a partner Write a “Fast Facts” for a student that you remember Select which student you would like to work with Using a blank “Grid of 9” sheet, determine the accommodations you would use for this student.

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