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Collaboration for Success

Collaboration for Success. Introduction to differentiation and adaptation of the classroom curriculum and school environment November 2013. Tena koutou/welcome. Karapōtia te tamaiti i ngā ringaringa ātawhai maha, kia taea te kī atu, ko tāu rourou, ko tāku rourou ka pupū ake he oranga pai.

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Collaboration for Success

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  1. Collaborationfor Success Introduction to differentiation and adaptation of the classroom curriculum and school environment November 2013

  2. Tena koutou/welcome Karapōtia te tamaiti i ngā ringaringa ātawhai maha, kia taea te kī atu, ko tāu rourou, ko tāku rourou ka pupū ake he oranga pai Surround the child with caring support, so that our collaborative interactions will produce positive outcomes

  3. Introduction • Objective of the workshop • To begin the knowledge building and inquiry learning to embed differentiation and adaptation of the classroom curriculum and school environment into practice • Getting to know you..

  4. Universal Design for Learning • Universal Design for Leaning • Go to youtube to watch the video Clip • To understand and gain an overview of the concept of Universal Design for Learning

  5. Universal Design for Learning

  6. Universal Design for Learning • New Zealand Curriculum Online • Universal Design for Learning • Go to NZ Curriculum Online to watch the Video clip

  7. Differentiation & adaptation • To have a clear understanding of the definitions of differentiation and adaptation to the classroom curriculum and school environment

  8. Differentiations & adaptations • (Collaboration for Success: IEPs 2011, p12) “Differentiations are changes to the content of the school and classroom curriculum and expected responses to it. These changes support students to experience success” “Adaptations are changes to the school and classroom environment, teaching and learning materials, and associated teaching strategies. These changes support students to access and respond to the school and classroom environment”

  9. What do we need to do first? • To understand what needs to be completed prior to differentiation and adaptation to the classroom curriculum and school environment Overall Teacher Judgement

  10. What do we need to do first? • How well do we know the people in the group? • How well do you know your students? Knowledge of the student

  11. Assessment for Learning (Assessment Online – TKI - http://assessment.tki.org.nz/

  12. What do we need to do first? • What assessments/tools/frameworks can you use with students?

  13. What do we need to do first? • Are all appropriate for students with special education needs?

  14. Examples of Assessment/tools/frameworks

  15. Differentiation & adaptation • To consider 4 key areas when differentiating and adapting the classroom curriculum and school environment • To have a good understanding of differentiation and adaptation of the classroom curriculum and school environment in practice

  16. Differentiations & adaptations • (Collaboration for Success: IEPs 2011, p12) “Differentiations are changes to the content of the school and classroom curriculum and expected responses to it. These changes support to experience success” “Adaptations are changes to the school and classroom environment, teaching and learning materials, and associated teaching strategies. These changes support students to access and respond to the school and classroom environment”

  17. Differentiations & adaptations • What do you do to differentiate and adapt the classroom curriculum and school environment?

  18. Differentiation & adaptation • Where would you place some of the examples now?

  19. Differentiation & adaptation • What are the barriers to differentiation and adaptation of the classroom curriculum and school environment?

  20. Implementing into practice • To explore different levels of differentiation and adaptation to the classroom curriculum and school environment

  21. Implementing into practice • Welcome to the dinner party

  22. Implementing into practice Multi level differentiation of the classroom curriculum - same content, different level and/or amount

  23. Implementing into practice

  24. Implementing into practice Giangreco, M.F (2011)

  25. Implementing into practice • Case Study… • Andrew is a Year 5 student who has delayed language and learning skills. He also exhibits challenging behaviours at times.

  26. Implementing into practice • Case Study… • Amy is a Year 3 student with ASD.

  27. Next steps • How can I capture success in differentiating and adapting the classroom curriculum and school environment? • How can I share my success with my colleagues in either my school or community? • How can I help review our approach to school and classroom curriculum task design so that it is more inclusive from the outset? • Where can I go for more information?

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