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DIFFERENTIATING INSTRUCTION
JULY 2012
FACILITATED BY RADMILA HARDING
Essential Knowledge
LD ASD APD LLD Dyslexia OCD OD ADD ADHD hellip
GIFTED and TALENTED
GIFTED AND LD
IEPrsquos
Latest Research
Evidence based practice
Personalised Learning
POLT - Principles of Learning and
Teaching
Basics of Differentiat
ion
RTI ndash Response to Intervention PoLT ndash Principles of Learning
and TeachingEvidence Based Teaching and Learning ndashUnderstanding by
Design - Jay Mc TigheGrant Wiggins
Carol Ann Tomlinson June Maker David Sousa
John Hattie and Robert Marzano
Why do we need to dive in the deep
end
Differences in the Classroom
bullEAL
bullLD
bullGT
bullCultural
bullVarious Disabilities
bullIEP students
bullComposite classes
bullOther
8
LEARNING DIFFICULTIES
Ref Peter Westwood What Teachers Need to Know About Learning Difficulties
16-20
9
STUDENTS WITH LEARNING DIFFICULTIESbull Not related directly to any specific physical sensory or
intellectual impairment (although in some cases their intelligence may be somewhat below average)
bull LD may be due to external factors
bull Socio-cultural disadvantagebull Limited opportunities to learnbull Lack of support from homebull An inappropriate curriculumbull Insufficient teaching in the early yearsbull Lack of success evident across most areas of school
curriculum
STUDENTS WITH LEARNING DISABILITIES bull Much smaller number of students described as having
specific learning disability ndash neurological disorder affecting the brainrsquos ability to receive process store and respond to information
bull Conventional methods often fail
bull Chronic problems in earning basic literacy numeracy and study skills (and possibly social )
bull IQ ndash often average or above average
bull Specific strategies can make a difference
bull External assistance may be needed
3-5
STUDENTS WITH LEARNING DISABILITIES
bull May become overwhelmed frustrated
bull May have difficulties with auditory processing of information
bull Difficulties with reading writing spelling
bull Low output
bull Underperform
bull Poor test performance
bull Effort and success discrepancy
12
TH
E A
VERA
GE C
HILD
BY M
IKE B
USC
EM
I
13
THE AVERAGE CHILDBY MIKE BUSCEMI
My grades have been okayI listen in my classesIrsquom in school every day My teachers think Irsquom averageMy parents think so tooI wish I didnrsquot know that thoughTherersquos lots Irsquod like to do Irsquod like to build a rocketI read a book on howOr start a stamp collectionhellipBut no use trying now rsquoCause since I found Irsquom averageIrsquom smart enough you seeTo know therersquos nothing specialI should expect of me Irsquom part of that majorityThat hump part of the bellWho spends his life unnoticedIn an average kind of hell
14
GIFTED STUDENTS WITH LEARNING DISABILITY
ldquo The idea that a child can be both gifted and learning disabled strikes some as a paradoxrdquo Liddle and Porath 2002
ldquoDual exceptionalitiesrdquo
Munro suggests that up to 30 of gifted students may have problems with reading such that their attainment level is several years below expectation
Overlooked and under-served
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Essential Knowledge
LD ASD APD LLD Dyslexia OCD OD ADD ADHD hellip
GIFTED and TALENTED
GIFTED AND LD
IEPrsquos
Latest Research
Evidence based practice
Personalised Learning
POLT - Principles of Learning and
Teaching
Basics of Differentiat
ion
RTI ndash Response to Intervention PoLT ndash Principles of Learning
and TeachingEvidence Based Teaching and Learning ndashUnderstanding by
Design - Jay Mc TigheGrant Wiggins
Carol Ann Tomlinson June Maker David Sousa
John Hattie and Robert Marzano
Why do we need to dive in the deep
end
Differences in the Classroom
bullEAL
bullLD
bullGT
bullCultural
bullVarious Disabilities
bullIEP students
bullComposite classes
bullOther
8
LEARNING DIFFICULTIES
Ref Peter Westwood What Teachers Need to Know About Learning Difficulties
16-20
9
STUDENTS WITH LEARNING DIFFICULTIESbull Not related directly to any specific physical sensory or
intellectual impairment (although in some cases their intelligence may be somewhat below average)
bull LD may be due to external factors
bull Socio-cultural disadvantagebull Limited opportunities to learnbull Lack of support from homebull An inappropriate curriculumbull Insufficient teaching in the early yearsbull Lack of success evident across most areas of school
curriculum
STUDENTS WITH LEARNING DISABILITIES bull Much smaller number of students described as having
specific learning disability ndash neurological disorder affecting the brainrsquos ability to receive process store and respond to information
bull Conventional methods often fail
bull Chronic problems in earning basic literacy numeracy and study skills (and possibly social )
bull IQ ndash often average or above average
bull Specific strategies can make a difference
bull External assistance may be needed
3-5
STUDENTS WITH LEARNING DISABILITIES
bull May become overwhelmed frustrated
bull May have difficulties with auditory processing of information
bull Difficulties with reading writing spelling
bull Low output
bull Underperform
bull Poor test performance
bull Effort and success discrepancy
12
TH
E A
VERA
GE C
HILD
BY M
IKE B
USC
EM
I
13
THE AVERAGE CHILDBY MIKE BUSCEMI
My grades have been okayI listen in my classesIrsquom in school every day My teachers think Irsquom averageMy parents think so tooI wish I didnrsquot know that thoughTherersquos lots Irsquod like to do Irsquod like to build a rocketI read a book on howOr start a stamp collectionhellipBut no use trying now rsquoCause since I found Irsquom averageIrsquom smart enough you seeTo know therersquos nothing specialI should expect of me Irsquom part of that majorityThat hump part of the bellWho spends his life unnoticedIn an average kind of hell
14
GIFTED STUDENTS WITH LEARNING DISABILITY
ldquo The idea that a child can be both gifted and learning disabled strikes some as a paradoxrdquo Liddle and Porath 2002
ldquoDual exceptionalitiesrdquo
Munro suggests that up to 30 of gifted students may have problems with reading such that their attainment level is several years below expectation
Overlooked and under-served
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Basics of Differentiat
ion
RTI ndash Response to Intervention PoLT ndash Principles of Learning
and TeachingEvidence Based Teaching and Learning ndashUnderstanding by
Design - Jay Mc TigheGrant Wiggins
Carol Ann Tomlinson June Maker David Sousa
John Hattie and Robert Marzano
Why do we need to dive in the deep
end
Differences in the Classroom
bullEAL
bullLD
bullGT
bullCultural
bullVarious Disabilities
bullIEP students
bullComposite classes
bullOther
8
LEARNING DIFFICULTIES
Ref Peter Westwood What Teachers Need to Know About Learning Difficulties
16-20
9
STUDENTS WITH LEARNING DIFFICULTIESbull Not related directly to any specific physical sensory or
intellectual impairment (although in some cases their intelligence may be somewhat below average)
bull LD may be due to external factors
bull Socio-cultural disadvantagebull Limited opportunities to learnbull Lack of support from homebull An inappropriate curriculumbull Insufficient teaching in the early yearsbull Lack of success evident across most areas of school
curriculum
STUDENTS WITH LEARNING DISABILITIES bull Much smaller number of students described as having
specific learning disability ndash neurological disorder affecting the brainrsquos ability to receive process store and respond to information
bull Conventional methods often fail
bull Chronic problems in earning basic literacy numeracy and study skills (and possibly social )
bull IQ ndash often average or above average
bull Specific strategies can make a difference
bull External assistance may be needed
3-5
STUDENTS WITH LEARNING DISABILITIES
bull May become overwhelmed frustrated
bull May have difficulties with auditory processing of information
bull Difficulties with reading writing spelling
bull Low output
bull Underperform
bull Poor test performance
bull Effort and success discrepancy
12
TH
E A
VERA
GE C
HILD
BY M
IKE B
USC
EM
I
13
THE AVERAGE CHILDBY MIKE BUSCEMI
My grades have been okayI listen in my classesIrsquom in school every day My teachers think Irsquom averageMy parents think so tooI wish I didnrsquot know that thoughTherersquos lots Irsquod like to do Irsquod like to build a rocketI read a book on howOr start a stamp collectionhellipBut no use trying now rsquoCause since I found Irsquom averageIrsquom smart enough you seeTo know therersquos nothing specialI should expect of me Irsquom part of that majorityThat hump part of the bellWho spends his life unnoticedIn an average kind of hell
14
GIFTED STUDENTS WITH LEARNING DISABILITY
ldquo The idea that a child can be both gifted and learning disabled strikes some as a paradoxrdquo Liddle and Porath 2002
ldquoDual exceptionalitiesrdquo
Munro suggests that up to 30 of gifted students may have problems with reading such that their attainment level is several years below expectation
Overlooked and under-served
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Why do we need to dive in the deep
end
Differences in the Classroom
bullEAL
bullLD
bullGT
bullCultural
bullVarious Disabilities
bullIEP students
bullComposite classes
bullOther
8
LEARNING DIFFICULTIES
Ref Peter Westwood What Teachers Need to Know About Learning Difficulties
16-20
9
STUDENTS WITH LEARNING DIFFICULTIESbull Not related directly to any specific physical sensory or
intellectual impairment (although in some cases their intelligence may be somewhat below average)
bull LD may be due to external factors
bull Socio-cultural disadvantagebull Limited opportunities to learnbull Lack of support from homebull An inappropriate curriculumbull Insufficient teaching in the early yearsbull Lack of success evident across most areas of school
curriculum
STUDENTS WITH LEARNING DISABILITIES bull Much smaller number of students described as having
specific learning disability ndash neurological disorder affecting the brainrsquos ability to receive process store and respond to information
bull Conventional methods often fail
bull Chronic problems in earning basic literacy numeracy and study skills (and possibly social )
bull IQ ndash often average or above average
bull Specific strategies can make a difference
bull External assistance may be needed
3-5
STUDENTS WITH LEARNING DISABILITIES
bull May become overwhelmed frustrated
bull May have difficulties with auditory processing of information
bull Difficulties with reading writing spelling
bull Low output
bull Underperform
bull Poor test performance
bull Effort and success discrepancy
12
TH
E A
VERA
GE C
HILD
BY M
IKE B
USC
EM
I
13
THE AVERAGE CHILDBY MIKE BUSCEMI
My grades have been okayI listen in my classesIrsquom in school every day My teachers think Irsquom averageMy parents think so tooI wish I didnrsquot know that thoughTherersquos lots Irsquod like to do Irsquod like to build a rocketI read a book on howOr start a stamp collectionhellipBut no use trying now rsquoCause since I found Irsquom averageIrsquom smart enough you seeTo know therersquos nothing specialI should expect of me Irsquom part of that majorityThat hump part of the bellWho spends his life unnoticedIn an average kind of hell
14
GIFTED STUDENTS WITH LEARNING DISABILITY
ldquo The idea that a child can be both gifted and learning disabled strikes some as a paradoxrdquo Liddle and Porath 2002
ldquoDual exceptionalitiesrdquo
Munro suggests that up to 30 of gifted students may have problems with reading such that their attainment level is several years below expectation
Overlooked and under-served
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Differences in the Classroom
bullEAL
bullLD
bullGT
bullCultural
bullVarious Disabilities
bullIEP students
bullComposite classes
bullOther
8
LEARNING DIFFICULTIES
Ref Peter Westwood What Teachers Need to Know About Learning Difficulties
16-20
9
STUDENTS WITH LEARNING DIFFICULTIESbull Not related directly to any specific physical sensory or
intellectual impairment (although in some cases their intelligence may be somewhat below average)
bull LD may be due to external factors
bull Socio-cultural disadvantagebull Limited opportunities to learnbull Lack of support from homebull An inappropriate curriculumbull Insufficient teaching in the early yearsbull Lack of success evident across most areas of school
curriculum
STUDENTS WITH LEARNING DISABILITIES bull Much smaller number of students described as having
specific learning disability ndash neurological disorder affecting the brainrsquos ability to receive process store and respond to information
bull Conventional methods often fail
bull Chronic problems in earning basic literacy numeracy and study skills (and possibly social )
bull IQ ndash often average or above average
bull Specific strategies can make a difference
bull External assistance may be needed
3-5
STUDENTS WITH LEARNING DISABILITIES
bull May become overwhelmed frustrated
bull May have difficulties with auditory processing of information
bull Difficulties with reading writing spelling
bull Low output
bull Underperform
bull Poor test performance
bull Effort and success discrepancy
12
TH
E A
VERA
GE C
HILD
BY M
IKE B
USC
EM
I
13
THE AVERAGE CHILDBY MIKE BUSCEMI
My grades have been okayI listen in my classesIrsquom in school every day My teachers think Irsquom averageMy parents think so tooI wish I didnrsquot know that thoughTherersquos lots Irsquod like to do Irsquod like to build a rocketI read a book on howOr start a stamp collectionhellipBut no use trying now rsquoCause since I found Irsquom averageIrsquom smart enough you seeTo know therersquos nothing specialI should expect of me Irsquom part of that majorityThat hump part of the bellWho spends his life unnoticedIn an average kind of hell
14
GIFTED STUDENTS WITH LEARNING DISABILITY
ldquo The idea that a child can be both gifted and learning disabled strikes some as a paradoxrdquo Liddle and Porath 2002
ldquoDual exceptionalitiesrdquo
Munro suggests that up to 30 of gifted students may have problems with reading such that their attainment level is several years below expectation
Overlooked and under-served
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
8
LEARNING DIFFICULTIES
Ref Peter Westwood What Teachers Need to Know About Learning Difficulties
16-20
9
STUDENTS WITH LEARNING DIFFICULTIESbull Not related directly to any specific physical sensory or
intellectual impairment (although in some cases their intelligence may be somewhat below average)
bull LD may be due to external factors
bull Socio-cultural disadvantagebull Limited opportunities to learnbull Lack of support from homebull An inappropriate curriculumbull Insufficient teaching in the early yearsbull Lack of success evident across most areas of school
curriculum
STUDENTS WITH LEARNING DISABILITIES bull Much smaller number of students described as having
specific learning disability ndash neurological disorder affecting the brainrsquos ability to receive process store and respond to information
bull Conventional methods often fail
bull Chronic problems in earning basic literacy numeracy and study skills (and possibly social )
bull IQ ndash often average or above average
bull Specific strategies can make a difference
bull External assistance may be needed
3-5
STUDENTS WITH LEARNING DISABILITIES
bull May become overwhelmed frustrated
bull May have difficulties with auditory processing of information
bull Difficulties with reading writing spelling
bull Low output
bull Underperform
bull Poor test performance
bull Effort and success discrepancy
12
TH
E A
VERA
GE C
HILD
BY M
IKE B
USC
EM
I
13
THE AVERAGE CHILDBY MIKE BUSCEMI
My grades have been okayI listen in my classesIrsquom in school every day My teachers think Irsquom averageMy parents think so tooI wish I didnrsquot know that thoughTherersquos lots Irsquod like to do Irsquod like to build a rocketI read a book on howOr start a stamp collectionhellipBut no use trying now rsquoCause since I found Irsquom averageIrsquom smart enough you seeTo know therersquos nothing specialI should expect of me Irsquom part of that majorityThat hump part of the bellWho spends his life unnoticedIn an average kind of hell
14
GIFTED STUDENTS WITH LEARNING DISABILITY
ldquo The idea that a child can be both gifted and learning disabled strikes some as a paradoxrdquo Liddle and Porath 2002
ldquoDual exceptionalitiesrdquo
Munro suggests that up to 30 of gifted students may have problems with reading such that their attainment level is several years below expectation
Overlooked and under-served
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
9
STUDENTS WITH LEARNING DIFFICULTIESbull Not related directly to any specific physical sensory or
intellectual impairment (although in some cases their intelligence may be somewhat below average)
bull LD may be due to external factors
bull Socio-cultural disadvantagebull Limited opportunities to learnbull Lack of support from homebull An inappropriate curriculumbull Insufficient teaching in the early yearsbull Lack of success evident across most areas of school
curriculum
STUDENTS WITH LEARNING DISABILITIES bull Much smaller number of students described as having
specific learning disability ndash neurological disorder affecting the brainrsquos ability to receive process store and respond to information
bull Conventional methods often fail
bull Chronic problems in earning basic literacy numeracy and study skills (and possibly social )
bull IQ ndash often average or above average
bull Specific strategies can make a difference
bull External assistance may be needed
3-5
STUDENTS WITH LEARNING DISABILITIES
bull May become overwhelmed frustrated
bull May have difficulties with auditory processing of information
bull Difficulties with reading writing spelling
bull Low output
bull Underperform
bull Poor test performance
bull Effort and success discrepancy
12
TH
E A
VERA
GE C
HILD
BY M
IKE B
USC
EM
I
13
THE AVERAGE CHILDBY MIKE BUSCEMI
My grades have been okayI listen in my classesIrsquom in school every day My teachers think Irsquom averageMy parents think so tooI wish I didnrsquot know that thoughTherersquos lots Irsquod like to do Irsquod like to build a rocketI read a book on howOr start a stamp collectionhellipBut no use trying now rsquoCause since I found Irsquom averageIrsquom smart enough you seeTo know therersquos nothing specialI should expect of me Irsquom part of that majorityThat hump part of the bellWho spends his life unnoticedIn an average kind of hell
14
GIFTED STUDENTS WITH LEARNING DISABILITY
ldquo The idea that a child can be both gifted and learning disabled strikes some as a paradoxrdquo Liddle and Porath 2002
ldquoDual exceptionalitiesrdquo
Munro suggests that up to 30 of gifted students may have problems with reading such that their attainment level is several years below expectation
Overlooked and under-served
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
STUDENTS WITH LEARNING DISABILITIES bull Much smaller number of students described as having
specific learning disability ndash neurological disorder affecting the brainrsquos ability to receive process store and respond to information
bull Conventional methods often fail
bull Chronic problems in earning basic literacy numeracy and study skills (and possibly social )
bull IQ ndash often average or above average
bull Specific strategies can make a difference
bull External assistance may be needed
3-5
STUDENTS WITH LEARNING DISABILITIES
bull May become overwhelmed frustrated
bull May have difficulties with auditory processing of information
bull Difficulties with reading writing spelling
bull Low output
bull Underperform
bull Poor test performance
bull Effort and success discrepancy
12
TH
E A
VERA
GE C
HILD
BY M
IKE B
USC
EM
I
13
THE AVERAGE CHILDBY MIKE BUSCEMI
My grades have been okayI listen in my classesIrsquom in school every day My teachers think Irsquom averageMy parents think so tooI wish I didnrsquot know that thoughTherersquos lots Irsquod like to do Irsquod like to build a rocketI read a book on howOr start a stamp collectionhellipBut no use trying now rsquoCause since I found Irsquom averageIrsquom smart enough you seeTo know therersquos nothing specialI should expect of me Irsquom part of that majorityThat hump part of the bellWho spends his life unnoticedIn an average kind of hell
14
GIFTED STUDENTS WITH LEARNING DISABILITY
ldquo The idea that a child can be both gifted and learning disabled strikes some as a paradoxrdquo Liddle and Porath 2002
ldquoDual exceptionalitiesrdquo
Munro suggests that up to 30 of gifted students may have problems with reading such that their attainment level is several years below expectation
Overlooked and under-served
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
STUDENTS WITH LEARNING DISABILITIES
bull May become overwhelmed frustrated
bull May have difficulties with auditory processing of information
bull Difficulties with reading writing spelling
bull Low output
bull Underperform
bull Poor test performance
bull Effort and success discrepancy
12
TH
E A
VERA
GE C
HILD
BY M
IKE B
USC
EM
I
13
THE AVERAGE CHILDBY MIKE BUSCEMI
My grades have been okayI listen in my classesIrsquom in school every day My teachers think Irsquom averageMy parents think so tooI wish I didnrsquot know that thoughTherersquos lots Irsquod like to do Irsquod like to build a rocketI read a book on howOr start a stamp collectionhellipBut no use trying now rsquoCause since I found Irsquom averageIrsquom smart enough you seeTo know therersquos nothing specialI should expect of me Irsquom part of that majorityThat hump part of the bellWho spends his life unnoticedIn an average kind of hell
14
GIFTED STUDENTS WITH LEARNING DISABILITY
ldquo The idea that a child can be both gifted and learning disabled strikes some as a paradoxrdquo Liddle and Porath 2002
ldquoDual exceptionalitiesrdquo
Munro suggests that up to 30 of gifted students may have problems with reading such that their attainment level is several years below expectation
Overlooked and under-served
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
12
TH
E A
VERA
GE C
HILD
BY M
IKE B
USC
EM
I
13
THE AVERAGE CHILDBY MIKE BUSCEMI
My grades have been okayI listen in my classesIrsquom in school every day My teachers think Irsquom averageMy parents think so tooI wish I didnrsquot know that thoughTherersquos lots Irsquod like to do Irsquod like to build a rocketI read a book on howOr start a stamp collectionhellipBut no use trying now rsquoCause since I found Irsquom averageIrsquom smart enough you seeTo know therersquos nothing specialI should expect of me Irsquom part of that majorityThat hump part of the bellWho spends his life unnoticedIn an average kind of hell
14
GIFTED STUDENTS WITH LEARNING DISABILITY
ldquo The idea that a child can be both gifted and learning disabled strikes some as a paradoxrdquo Liddle and Porath 2002
ldquoDual exceptionalitiesrdquo
Munro suggests that up to 30 of gifted students may have problems with reading such that their attainment level is several years below expectation
Overlooked and under-served
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
13
THE AVERAGE CHILDBY MIKE BUSCEMI
My grades have been okayI listen in my classesIrsquom in school every day My teachers think Irsquom averageMy parents think so tooI wish I didnrsquot know that thoughTherersquos lots Irsquod like to do Irsquod like to build a rocketI read a book on howOr start a stamp collectionhellipBut no use trying now rsquoCause since I found Irsquom averageIrsquom smart enough you seeTo know therersquos nothing specialI should expect of me Irsquom part of that majorityThat hump part of the bellWho spends his life unnoticedIn an average kind of hell
14
GIFTED STUDENTS WITH LEARNING DISABILITY
ldquo The idea that a child can be both gifted and learning disabled strikes some as a paradoxrdquo Liddle and Porath 2002
ldquoDual exceptionalitiesrdquo
Munro suggests that up to 30 of gifted students may have problems with reading such that their attainment level is several years below expectation
Overlooked and under-served
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
14
GIFTED STUDENTS WITH LEARNING DISABILITY
ldquo The idea that a child can be both gifted and learning disabled strikes some as a paradoxrdquo Liddle and Porath 2002
ldquoDual exceptionalitiesrdquo
Munro suggests that up to 30 of gifted students may have problems with reading such that their attainment level is several years below expectation
Overlooked and under-served
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
15
GIFTED STUDENTS WITH LEARNING DISABILITY
Leading to secondary emotional motivational
and behavioural problems
Identification of these gifted students is essential
Effective remediation for basic skills and
possibly counselling
Use of assistive
technology
Aware of disability
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
16
Read article on page1
Any surprises
Insights
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
17
Page 2
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
18
RTI AND EDUCATION OF GIFTED STUDENTS
30-35
60
Outside the classroom ndash eg
grade skipping subject
acceleration concurrent enrolment
Pull-together programs academic
competitions special projects
Consistent Differentiation
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
19
httpwwweducationvicgovaustudentlearningteachingprinciplesprinciplesdefaulthtm
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
20
httpwwwevidencebasedteachingcouk
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
21
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Differentiated Instruction
The idea of differentiating instruction
ldquoto accommodate the different ways that students learn - involves a hefty dose of common sense as well as sturdy support in the theory and research of educationrdquo(Tomlinson amp Allan 2000)
Differentiation is not a particular
set of strategieshellip
But a framework for planning and
carrying out instruction
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
What is differentiation
httpdifferentiationcentralcom
Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Differentiation isldquoa philosophy that proposes that what we bring to school as learners matters in how we learnrdquo
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
ldquohellip a way of thinking about the classroom and acknowledging and honoring each studentrsquos learning needs and maximizing each studentrsquos learning capacity while developing a solid community of learnersrdquo Tomlinson
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
28
httpwwwdiffcentralcomvideoshtmlmiscon
I already differentiate hellip
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
ldquohellip means that teachers proactively plan varied approaches to what students need to learn how they will learn it and how they will show they have learnedrdquo
Plan together
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
ldquoDifferentiation is making sure that the right students get the right learning tasks at the right time
hellipdifferentiation is no longer an option it is an obvious responserdquo
Lorna M Earl 2003
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Differentiation
MeansShaking up what goes on in the classroom ndash multiple ways of taking in information making sense of ideas and expressing what they learn
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Differentiation means teachers consider
WHO are they teaching
WHAT they will teach
ldquoteachers accept that ALL students will move along the learning continuum as far and as fast as possiblerdquo
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
DIFFERENTIATION
Is ndash responsive instruction ndash teaching a class of individuals
Blooms
Sternbergrsquos
Triarchic
Model
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Differentiation is NOT like the bowling alley ndash shoot down the middle and see how many you can hit
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Differentiation is NOT designed to stress teachers or get them into knots
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
DIFFERENTIATIONVariation in content process and product (and environment)
Student differences
Varied Grouping
Proactive response
It is not brand new
IEPrsquos
Constant group work
Only work in preferred ways
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Differentiation
Is NOT an add water and stir solution
It is complex and takes time to do well
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
39
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
In the dim dark teaching pasthelliphelliphellip
We thought teaching is telling focus on content delivery grades separate the sheep from the goats
This model proposesa rethinking of the structure management and content of the classroom invitingparticipants within the learning context to become engaged in the process to thebenefit of all Pearl Subban
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Differentiation
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
42httpwwwdiffcentralcommodelhtml
Page 3
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
ACTIVITY
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
TRADITIONAL CLASSROOMSDIFFERENTIATED CLASSROOMS
Characteristics of TraditionalClassroom
Characteristics of Differentiated Classroom
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
If you were a gifted student a student with a
disability or even an average
student which classroom would
suit you better and why
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Quality Curriculum based on
UbD
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Differentiated Instruction
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
48
UNDERSTANDING BY DESIGN JAY MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question ndash what do we want our students to know and understand at the end of the lesson week unit term
Then ask how can we help students get there
What information literacy skills concepts do they need to gain this new understanding or new knowledge
Rigorous and relevant HOT
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
49
KNOW UNDERSTAND DO
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
50
httpwwwdiffcentralcomvideoshtmlmiscon
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
51
High quality curriculum
Ongoing assessment
Wide range of
instructional strategies
Set the bar high but provide
many ways for all students to
meet the objectives
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
2nd Element - Process
Differentiating Content this is what we teach or what we want the students to learn
bull Tomlinson believes that in differentiating content we can
bull Adapt what we teach
bull Modify or adapt how we give access to what we want the students to learn
bull Change content based on studentrsquos readiness interests or learning profile
bull This can be done through concept based teaching curriculum compacting using varied texts and resources learning contracts mini lessons varied support systems audio video recorders note taking organizers digests mentors
Ref Carol Ann Tomlinson ldquoHow to Differentiate Instruction in Mixed-Ability Classroomsrdquo second edition
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
ldquoRaising academic standards has more to do with elevating thinking processes than with
covering more topicsrdquo Lynn Dickson
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
2nd Element - Process
Differentiating Process how students come to understand or make sense of content
Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore concepts
Panic Zone
Learning Zone
Comfort Zone
We might change the layout of the track but all the students are still in the
race
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
3rd Element - Products
Differentiating Products How students demonstrate what they have come to know understand and are able to do after an extended period of learning
bull These are generally products that come at the end of a long learning period
bull As with activities effective product assignments too should focus on the essential knowledge understanding and skills specified as content goals
bull They should call on students to use what they have learned
bull Product assignments should have a clear challenging and specified criteria for success based on class expectations and individual needs
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
56
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
57
Modifying Tests
Decreases stress improves performance allows the child to demonstrate their knowledge
-Open book tests-Oral tests versus written-Having a reader-Having a clarifier-Having a scribe
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
58
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
59
Differentiating the curriculum for gifted students
State of New South Wales through theNSW Department of Education and Training 2007
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
60
Activity 1 1048702Using your syllabus documents select a content outcome and a skills outcome
Using the Maker template develop activities andor questions for each content process and product modification
When designing a differentiated curriculum not all areas of the Maker model need to be incorporated into every teaching and learning activity
It is important to modify those aspects of curriculum that are appropriate for the achievement of lesson or topic objectives
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
61
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
62
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
63
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
64
httpwwwdiffcentralcomvideos2htmlassessment
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
ACTIVITY STERNBERGrsquoS INTELLIGENCES
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
ANALYTICAL
Analysing characters when Irsquom reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and othersrsquo work
Thinking clearly and analytically
Evaluating my and othersrsquo points of view
Appealing to logic
Judging my and othersrsquo behaviour
Explaining difficult problems to others
Solving logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
CREATIVE
Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend game
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes words games)
Supposing that things were different=
Thinking about what would have happened if certain aspects of the world were different
Composing (new songs melodieshellip)
Acting and role playing
PRACTICAL
Taking things apart and fixing them
Learning through hands-on activities
Making and maintaining friends
Understanding and respecting others
Putting into practice things I learned
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Applying my knowledge
Working and being with others
Adapting to new situations
Ref Sternberg Robert Teaching for Successful Intelligence
Add up each column What is your preference
Page 4
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
HOW CAN KNOWLEDGE ABOUT STUDENTS LEARNING STYLES BE USEFUL (HOW DO YOU LIKE TO LEARN)
CAN THE KNOWLEDGE HELP STUDENTS AS LEARNERS
HOW DOES OUR PREFERENCE INFLUENCE OUR TEACHING
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
68
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
69
Getting to know your students
Multiple Intelligences VAK Questionnaires etc
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
70
Implement
Assessment
Report Revise
Use assessment to
inform instruction
Plan
Assessment Cycle Pre-assessments are
essential
Assess during the lesson to adjust
strategies
Use post tests
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
73
Dr Heidi Andrade
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
74
httpwwwdiffcentralcomvideos2htmlassessment
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
77
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
4th Element - Affect
Differentiating Affect How studentsrsquo emotions and feelings impact on their learning
Affect is the weather in the classroom the teacher is the weather maker
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
5th Element ndash Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning environment
The teacher asks ldquoWhat can I do to allow students of varying readiness levels interests and modes of learning to grow most fully in this placerdquo
Consider how SPACE MATERIALS and TIME can be used flexibly
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
flexible
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
BRAIN RESEARCH
DI fits in with brain research ndash Meaning making
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
BRAINS
All brains are unique therefore we need to respond to the needs of our students and provide many opportunities for varied learning experiences
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link the old with the new information because that is how the brain learns and remembers
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
BRAIN
Role of Emotions
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
BRAINSBrain research - Moderate Challenge
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
97Prof Susan Brockhart
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
98Prof Susan Brockhart
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
99
COMPLETE THE PERSONAL PROFILE AS AN INCLUSIVE TEACHER ndash FORM 25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE AREAS OF TEACHING STRENGTH AND AREAS THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE FAMILIAR WITH
FEEDBACK ndash WHAT USE DO YOU SEE FOR THIS TYPE OF CHECKLIST WITH YOUR COLLEAGUES
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
100
Organising an Inclusive Classroom No Sometimes or Maybe
Yes
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with special needs
I keep careful records of intervention and inclusive strategies that have been used in my class
I keep careful records of interventions and inclusive strategies that have been used in my class
I keep accurate up-to-date records of each studentrsquos progress
Personal Profile as an Inclusive Teacher Form 25 Page 5
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
101
Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class regardless of their learning and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults I think they will look back and remember my class positively
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
102httpwwwdiffcentralcomvideos2htmlprofdev
How will you lead
the change at your
school
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
HOW WILL I BE ABLE TO DO THIS
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
SOCIAL STORIES
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Aspergerrsquos Disorder
They need a teacher who is
bullOrganized bullCalm bullConsistent bullPredictablebullldquoUnflappablerdquo
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
114
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
VISUALS FOR WORK
TASKS
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
116
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Class Schedule
Individual work schedule
Modbury Special School
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
119
COMMON STRATEGIES ldquoROSE REPORTrdquo- ON DYSLEXIA
CHUNKING
1 If you have a lot of information or instructions to give
break it down into shorter lsquochunksrsquo of language pausing
after each one A long lsquoblockrsquo of spoken language can be
difficult to process in one go
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
120
REORDERING
2 Say things in the order you want them to be done So
instead of
lsquoBefore you write your homework down clear away the
equipmentrsquo say lsquoClear away the equipment Then write down
your homeworkrsquo
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
121
CUT DOWN THE AMOUNT YOU SAY
3 Studies have shown that in some classrooms adults talk
for up to 90 of the time For a young person with dyslexia
(or learning difficulties) this can feel overwhelming Think
about structuring lessons and activities so there is a mixture
of activity-type
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
122
SLOW DOWN
4 Even slowing down your talking a bit means that students
will give longer responses and will say more This doesnrsquot
mean that you have to start talking in a sing-song voice
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
123
GIVE VISUAL SUPPORT USE GESTURE THINKINGCONCEPT MAPS DEMONSTRATING QUICK SKETCHES
5 Visual support can take many different forms Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact This could be a natural gesture
facial expression use of pictures video quick drawings on
the whiteboard using
the interactive whiteboard linking to the Internet using real
objects demonstrating or showing instead of telling using
mind maps on the board
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
124
AVOID IDIOMS SARCASM DOUBLE MEANINGS
6 We all use phrases such as lsquooff you gorsquo or lsquoget your
thinking caps onrsquo or use tone of voice to show meaning lsquoOh
thatrsquos just greatrsquo but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(therersquos another one) Be aware of times
when you use language that is inferential or may have a
double meaning ndash try to make sure you use something else
or explain carefully
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
125
SIMPLIFY THE GRAMMAR
7 We often use a complex sentence when a simpler one
would do just as well Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense for example lsquoShow me
who was the boy who was pushedrsquo or embedded phrases
for example lsquoPut the one you thought it was next to the
beaker that boiledrsquo Try to simplify your sentences
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
126
PAUSING AFTER YOU HAVE ASKED A QUESTION
8 We know that adults often pause far too briefly when they have
asked a question before switching from one child to another or
jumping in with another question Young people with dyslexia learning
difficulties often need more lsquoprocessing timersquo to get their thoughts
together and formulate a response Waiting longer for a response can
greatly help these students to engage and contribute Sometimes this
isnrsquot possible but there are often times when you can wait ndash it doesnrsquot
have to be empty space be aware of strategies for making it feel more
natural for example ask a question and say yoursquore coming back for
the answer or turn and write something on the board
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
127
COMMENTING
9 For pupils with dyslexia and learning difficulties
commenting on what they are doing and pausing rather
than asking questions encourages dialogue and supports
their thinking and learning for example lsquoSo plants need light
and water to growrsquo rsquo I wonder what would happen if helliprsquo
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
128
ORGANISING WRITING
10 Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory
For example they may need
structured support for planning
a scaffolding format which helps them to plan a sequence of events
a range of key wordssentences (provided by the students) which they can refer to throughout their writing
the creative development of a storyline This should not be inhibited by the technical aspects of writing which can be considered at the redrafting and checking stages
httpwwwdcsfgovukjimroseanddyslexia
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
KEEP IT VISUAL
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
137
Freyer diagram ndash what the concept is and is not
It gives the students an opportunity to
explain their understanding and
to elaborate by providing examples and non-examples
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
The Cornell System for Note-Taking
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Math Organizer SMARTsheets
Edwin Ellis PhD
Professor University of Alabama
Research Affiliate University of Kansas Center for Research on Learning
President Makes Sense Strategies LLC
TM
copy 2010 Edwin Ellis MakesSenseStrategiescomPermission is granted to copy distribute and email this presentation to others
httpwwwgraphicorganizerscom
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
145
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
INTEL READER
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
httpwwwspectronicsinozcomblogtagtext-to-speechpage2
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
EDU APPS ndash FREEWARE
WWWEDUAPPSORG
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
httpwwwrsc-ne-scotlandacukeduappsmystudybarphp
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
154
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
QUESTIONS TO GUIDE PLANNING (STRICKLAND)
Starting Point What would I typically do in this lesson if I were not going to differentiate
What is the purpose of the unit (overall purpose and how it fits into the year long goals)
Standards (localstatenational)
Know ndash facts definitions rules people places
Understand ndash big ideas principles
Do ndash literacy numeracy thinking planning
Who are the students in your class What specific traits or needs do they have that require differentiation In what ways do they vary most (reading level interest in subject need for structure etc) How do I know how will I find out
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
What will I differentiate Content or presentation of content Process Product Environment
How will I differentiate In response to student readiness Interest Learning profile A combination
Starting Point What would I typically do in this lesson if I were not going to differentiate
Draw up an overall plan for lesson (include ideas for whole class instruction)
Using a tiered system describe differentiated tasks
How will you know that your lesson worked
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
157httpwwwdiffcentralcomvideos2htmlchange
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
DI TEMPLATE Planning Template ndash adapted from Strickland
Tiered Differentiated Lesson
Subject
Grade
Purpose of the unit
Standards KUD (Know Understand Do)
Who are the students in your class What are their specific needsHow do they vary in their skills interests etc
What will I differentiate
How will I differentiate
Lesson plan
Gifted and Talented Students ndash activity
Near Grade Level Student ndash activity
Students who would struggle at grade level ndash activity
Additional ConsiderationsDetails
Did the lesson work
Pages 6-9
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
159
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
REFLECTION ndash HOW DOES IT FITHow do the strategies and ideas presented today fit with your paradigm of catering for students with additional learning needs
Read the article
Differentiated Classroom Learning ndash Reflection
Where is your school in terms of the differentiation journey
What is the next step at your school
How will it be implemented
Discuss
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
161
httpwwwdiffcentralcomvideos2htmlchange
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
COLLABORATION
Make time to meet
Identify individually appropriate learning outcomes
What are the differentiation needs (instruction materials assignments
IEP
Monitoring of progress
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
164
Radmila Harding
hardingradmilagmailcom
0417 321 752
Radmila Harding
hardingradmilagmailcom
0417 321 752
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