Evidence-Based practices on content area strategies
- Curriculum refers to the broader view of education or schooling as the courses offered, the overall experience provided by a child by the school, the program included in a particular subject field, the sum of total experiences afforded school age children regardless of school scholarship
- Curriculum refers to what is taught in schools and consists of learning outcomes that society considers essential for success
- Instruction in the process or method of presenting the curriculum
- Preparedness in how and when to adapt your classroom structure, lesson organization, and teaching presentation
- Schumaker and Lenz developed 6 step useful for teachers who are planning to develop adaptions in the classroom
- Create a plan for making adaptions
- Identify and evaluate the demands on the student
- Determine the purpose of aim of the adaptions
- Determine the type of adaptions needed
- Inform the students and parents about the adaption
- Implement, evaluate, and adjust the adaptations
Differentiation of Instruction model
- The planning of curriculum and instruction using strategies that address students’ strengths, interest, skills, and readiness in flexible learning environments
- Students bring different strengths, interest, backgrounds, and learning needs to the classroom
- That students learn at different rates and in different ways using different modalities
- That students apply knowledge and skills differently, especially when the knowledge and skills are more complex
- Thomlinson and Edison listed 6 principles that teachers considering the differentiation of instruction model should understand
- Good curriculum comes first
- All tasks should be respectful of each learner
- When in doubt, teach up
- Use flexible grouping
- Assess students in many ways at many times
- A portion of the student grade should reflect the student’s growth
- Accommodations
- Change to the input or output of the instruction
- Related to instructional outcome without changing the content or the conceptual level
- Include supplemental materials and texts at different reading levels, audiotapes, and video tapes, highlighted written materials and note-taking organizers, etc.
- Adaptation
- Is change made to the conceptual level of the instruction and keeps curricular content the same
- Tiered instruction-divides students into groups using activities of varying degrees of complexity
- Providing supports for students with special learning needs that modify the level of difficulty based on the individuals needs of the student
- Evidence-based practices for differentiating instruction
- Matching assignments to student ability levels
- Providing students with multiple levels of reading materials, including textbooks and supplementary materials
- Preparing assignments on different ability levels
- Planning instruction that will accommodate the needs of the individual student
- Backward design
- Requires teacher at beginning of instructional planning process to pose a series of questions to focus the planning process on the end goal and the steps leading up to the goal
Differentiation of content
- Concept-based teaching
- Curriculum compacting
- Learning contracts
- Mini-lessons
- Orbital studies
- Varied supports
- Audi/video recorders
- Note-taking organizers
- Highlighted print materials
- Digest of key ideas or key vocab
- Varied text and resource materials
- Visual access through graphic organizers, charts, pictures, graphs, multilevel reading materials, supplemental reading materials, wall or shelf displays, websites
- Auditory access through tapes, music and videos
- Kinesthetic access through manipulatives, science materials and tools
- Differentiation of process
- Cubing
- Learning logs
- Graphic organizers
- Literature circles
- Community problem solving
- Learning centers
- Compacting
- Journals
- Jigsaw
- Role playing
- Model making
- Labs
- Interest centers
- Choice boards
- Tiered assignments
- Differentiation of products
- Based on bloom’s taxonomy
- Based on Gardner’s theory of MI
- Design webpage or wiki
- Design a game
- Conduct a debate
- Choreograph a dance
- Write a newspaper article
- Develop a rap, rhythm, song, or chart
- Be a mentor
- Write and/or produce a play
- Write and/or record music
- Present a mock trial
- Develop an advertising campaign
- Create charts or diagrams to explain an idea or concept
- Design and/or create costumes
- Compile and annotate a set of internet resources
- Create a photo essay
- Affect-How students link their thoughts and feelings in the classroom
- Learning environment-construct a flexible learning environment and is the way the classroom feels and functions
- Implementing differentiation of instruction in middle/secondary classrooms
- What do I need to know about the students?
- What content will I teach?
- Big idea
- How will I teach the content?
- Taxonomy of educational objectives
- Who will I accommodate differing learning needs?
- Examples of grouping
- Flexible grouping
- Small group instruction
- Cooperative learning
- Interest groups
- Group investigations
- Independent studies
- How will I assess student learning?
- Be formative in nature
- Be frequent
- Re related to student progress in meeting the instructional objectives
- Assist students in improving their performance
- Summative or final assessment
- How will differentiate instruction in the specific content areas?
- Concept-based teaching
- Text and resource material variation – orbitals or orbital studies correlates with text and resource variation
- Support system variation
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