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DIFFERENTIATING AND ADAPTING MATERIALS
Marcy Fierstein
THIS IS THE REALITYHow do we close the gap?
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Achievement Gap
Expected achievementLow performing Students
Learning Differences
Speed of information processing. Memory: encoding, storage, retrieval. Automatization of rote facts. Organization. Listening Skills. Attention. Forethought and Planning. Etc.
Cognitive/Conceptual Skill Differences
Processing speed. Conceptualization. Understanding of Elapsed Time. Inferential Thinking. Conservation, Multiple Variable reasoning.
Reading/Writing/Math Skill Deficits
Reading Decoding vs. Understanding. Math Fact Recall vs. Math Concepts. Math procedures vs. Math reasoning Writing Mechanics vs. Written Content.
GOOD TEACHING IS GOOD TEACHING
It can be learned!
Specially Designed Instruction
Accommodations the IEP team has deemed appropriate.
Help level the playing field.Not meant to give any students
an unfair advantage.Provide necessary supports for
students to make progress in the general ed. Curriculum.
Adaptations
Accommodations
Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Changes are made in order to provide equal access to learning and equal opportunity todemonstrate what is known.
Grading is same.
Modifications
Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Changes are made to providestudent meaningful & productive learning experiencesbased on individual needs &abilities.
Grading is different.
Different Terms Same Thing
Differentiated Instruction Terminology from general education.
Accommodations Terminology from special education.
Are all students entitled to accommodations?
Ponder this.
What works….Identify similarites and differences (1.61)Summarizing and note taking (1.00)Reinforcing and providing recognition
(.80)Homework and practice (.77)Nonlinguistic representation (.75)Cooperative learning (.73)Setting goals and providing feedback (.61)Question, cues, and advance organizers.
(.59)◦Marzano
10 Simple Adaptations and Modifications for Tests Shorten the test—Choose the most important concepts
that a student needs to know. Read aloud Break the test into sections. Even a long section of
matching can be broken into smaller sections. (Also gives more white space and may prevent a student from being overwhelmed.)
Word banks Thinking maps for essays questions. Bigger font More white space Multiple choice—strike one choice Open book/Use notes One note card Visual cues, pictures, charts, graphs
Reading Level Accuracy: words read correctly
divided by total words read. (one minute)
Independent (98-100% accuracy)
Instructional (93-97% accuracy)Frustration (92% accuracy and
below)
Brief “At a glance” assessment of a child’s reading. What kinds of information does the child use? Meaning of message
Does it make sense?Makes sense even if inaccurate
Structure of sentenceUses appropriate sentence structureGrammarReading words only
Visual Cues from textFirst and last letterSubstitutes similar wordsLooks to layout of print for cuesPictures
Lesson Presentation Preview strategies
◦ Pre read◦ Predict◦ Pre teach vocabulary
Visual aids◦ Graphic organizers◦ Thinking maps
Pair visual with auditory (multimodality approach)
Repetition◦ Reteach◦ Clarify
Testing accommodations
Paraphrasing/summarizing
Pacing of instruction Guided and
independent practice Feedback Clear high expectations Skeletal outlines, maps,
webs for notes
Scaffolding: Varying levels of supportHighlight important words in textTeach structure in text booksFlag or post-it notes in margins
where answers can be foundPage numbers listed in left hand
margins of questions to guide students to the answer
Assignments/ work sessionsExtra timeSimplify complex
tasksChunkingBreaks/ shortened
work sessions.Assignments written
in consistent placeLimit items per pageRemind students to
recheck workReduce length of
homework/ class work
Formatting of workTiered assignmentsLarger printStudy guideNote-taking
strategiesComputer gamesUse of calculatorLimit amount of
writing
OrganizationFolders for each
subjectOlder grades:
binder with a section for each subject
Homework folders Consistent routinesHomework
assignments posted
Check in and check out
Visual schedulesIncentives for
work completed/turned in
Color coding/highlighting
GAINING INDEPENDENCE
There are no paras after high school!
Daily, YOU deal with….Students:
◦Learned helplessness◦Motivation◦Initiative◦Struggle/frustration
Teachers:◦Inclusion◦Collaboration◦Appreciation
HOMEWORK
War and Peace
The problem with homework
Doesn’t get doneGets lostCan’t do itHomework for the sake of homeworkBusy workRelevance or lack ofFailing classes due to not completing
homework. Contributing factor to dropouts?
Age old dilemma as to why homework is not completed
Can’t Won’t
Too hard-Don’t know how to do it.
No adaptationsNo communicationNo helpNo time
Too hard-frustratedOther things to doDon’t careNot seen as importantTime consuming
Adapting HomeworkPreteach; clarifiyMonitor--CICOAlternate
response formatsAdjust lengthSmall group
instruction Assistive techOrganization
skills
Effective use of time
Fewer assignments
ChunkingCoordinate the
amount of homework
Relevance
HAVE A GREAT YEAR!!
Thank you!