1. BREAKING DOWN THE BARRIERS: DIFFERENTIATION WITH CCGPS MR. GEORGE LAMBERTH DUAL CERTIFIED SPECIAL EDUCATION/EARLY CHILDHOOD MS. VIC MARIE WHITE, ELL TEACHER

2. ICE BREAKER fffffffffffffffffffffffffff

3. USE YOUR STICKY NOTES!! Work with the person next to you, and write down 5 questions that have the same answer. You have 3 minutes………………..GO!

4. Es muy difícil de aprender nuevas normas impartidas en el aula de educación general en caso de que hable un idioma diferente o tener un vocabulario limitado.

5. El niño caminaba en el parque. ?

6. ???

7. ENGLISH TRANSLATION It is extremely difficult to learn new standards taught in the general education classroom when you speak a different language or have a limited vocabulary.

8. The Little boy walked in the park.

9. THE A-TYPICAL CLASSROOM Who do you think is being left out in the A-TYPICAL classroom? Without differentiation we can easily say the English as a second language speakers, the gifted and talented, and the struggling students. ALL of these students are Special Needs Students!!

10. DIFFERENTIATED INSTRUCTION ALL learners are not alike! Every parent or teacher knows that no two children learn in the same way or at the same time. This diversity among people is what makes our world so interesting, our relationships so unique, and teaching so challenging!

11. ANCIENT CHINESE PROVERB Tell me, I forget. Show me, I remember. Involve me, I understand.

12. FAIR IS NOT ALWAYS EQUAL

13. DIFFERENTIATION WORKS

14. PROS AND CONS OF INSTRUCTION With the introduction of the Common Core Georgia Performance Standards, the growing trend for students with special needs and English Language Learners is to push them into the traditional classroom setting. With the implementation of these inclusion practices, must also come the plan of how these standards will be delivered in a room full of diverse learners.

15. GOODBYE RESOURCE ROOM We are now seeing less and less of the pullout practices of taking students into a self contained resource room with their specials teachers. Instead, these teachers are now pushing into the mainstream classroom and the students with special needs spend the majority of their time in the regular education classroom based on the needs and skills of each child.

16. COMMON THOUGHTS AND PRACTICES The common thought is that the traditional model fails to provide students an education in the least restrictive environment; However, this will not be the case IF teachers collaborate and apply proper interventions with fidelity.

17. WHOSE STUDENTS ARE THEY? Too many times, general education teachers expect the ELL or Special Education teachers to take care of their kids. These kids are listed under the mainstream teachers class roll and thus must be viewed as any other student in the classroom only with differing needs.

18. THE IDEAL LEARNER The problem with much of todays curriculum is that we are basing it on the ideal average student and truthfully cognitive neuroscience says there is no such student. We have to make sure struggling students, who are too often not considered or for whom the general education plan for the average student has never worked well for, are receiving the best possible opportunities to learn.

19. UNDERSERVING OUR STUDENTS English Language Learners, or students with special needs, can be sidelined by our more complex common core curriculum, which requires more of a depth of knowledge, if the proper techniques are not used.

20. GIFTED AND TALENTED Gifted and talented students can also be underserved by having a main stream curriculum. They are often not challenged by this core curriculum because sometimes allowances are not included for those who exceed learning expectations.

21. SOCIAL STUDIES CONNECTIONS CAN YOU MAKE A CONNECTION?

22. REVOLUTIONARY WAR STANDARDS SS1G1 The student will describe the cultural and geographic systems associated with the historical figures in SS1H1a. SS1H1 The student will read about and describe the life of historical figures in American history. SS3H2 The student will discuss the lives of Americans who expanded people's rights and freedoms in a democracy. SS4H4 The student will explain the causes, events, and results of the American Revolution. SSUSH3 The student will explain the primary causes of the American Revolution.

23. REVOLUTIONARY WAR GRAPHIC ORGANIZERS Paul RevereTaxes George Washington (Currency) 13 Colonies (Independence)

24. REVOLUTIONARY WAR VOCABULARY Paul Revere- One of the Sons of Liberty; rode on horseback and warned the colonists that the British were coming. Taxes- a burdensome charge, obligation, duty, or demand. George Washington- leader of the Patriots during the American Revolutionary War. Currency- paper money; something that is used as a medium of exchange. Colonists-an inhabitant of the 13 British colonies that became the United States of America. Independence- freedom from the control, influence, support, aid, or the like, of others.

25. CLASSROOM WORDS (VISUALS)

26. PICTURE WORD WALL

27. UNIVERSAL DESIGN FOR LEARNING The Universal Design for Learning was created as a framework which works across a wide scale of learners. The fundamental key is the planning for practices which are universally designed to enable each individual student to be able to learn by being flexible in how things are presented.

28. UNIVERSAL DESIGN FOR LEARNING RECOGNITION NETWORKS Recognition is the what of learning. How we gather facts, and categorize what we see, hear, and read. Identifying letters, words, or an authors style are recognition tasks.

29. UNIVERSAL DESIGN FOR LEARNING STRATEGIC NETWORKS Strategic is the how of learning, such as planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

30. UNIVERSAL DESIGN FOR LEARNING AFFECTIVE NETWORKS Affective Networks are the why of learning. How learners are engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

31. PROVIDE MULTIPLE MEANS OF REPRESENTATION Principle #1: Deliver multiple means of representation to give students numerous ways of attaining information and knowledge As we examine this important principle of learning, be sure to keep the objectives of the Universal Design for Learning in mind: Eliminate barriers to learning. Provide improved access to information and to learning itself. Offer various, flexible approaches to learning that will result in success for diverse learners.

32. MULTIPLE MEANS OF REPRESENTATION Research has proven; teaching in multiple modalities increases access for struggling learners and improves learning commonly for all learners. Increase the level of success for every one of your diverse learners by providing choice and flexibility in the ways you present information using multiple formats and media to: Highlight critical features Present multiple examples and non-examples of a concept. Support students background knowledge

33. MULTIPLE MEANS OF EXPRESSION Principle #2: Provide multiple means of expression to give learners alternatives for practicing, applying and demonstrating what they know.

34. MULTIPLE MEANS OF EXPRESSION A variety of grouping, teaming, mentoring and peer tutoring opportunities influence and build individual learner skills. Learners can benefit from rigorous, timely and relevant feedback to stay on track as they practice, apply and demonstrate their skills and knowledge in a variety of contexts and to a variety of audiences. Learners use modes of expression that challenge, engage and motivate them, acknowledging their diverse interests, personalities and ability levels.

35. MULTIPLE MEANS OF ENGAGEMENT Principle #3: Provide multiple means of engagement to connect learners to the why of learning, provide resources at appropriate levels of difficulty and challenge, and identify learners assorted interests and learning preferences. Research has proven that learners who are not engaged and motivated are not learning as effectively as their engaged and motivated peers

36. MULTIPLE MEANS OF ENGAGEMENT Learners As Unique As Their Fingerprints Brain research is making it increasingly clear that no two individuals experience, learn about or respond to the world around them in the same way. Our response is as unique as our personal fingerprint. This presents educators with an exciting challenge: to create a learning environment in which ALL learners can be successful. As we learn to apply the three principles of Universal Design for Learning in our classrooms and instructional design, more and more learners will begin to experience success. Success in the classroom builds lifelong learners.

37. HIGHLY QUALIFIED TEACHERS Some feel that the average teacher may not be qualified or trained to assist students with disabilities. These teachers are not likely to make adaptations for these students, and that social exclusion may occur because they will be targeted and identified by non-disabled children.

38. TEAMWORK However, when general education classroom teachers take the time to share ideas and plan together, as well as utilizing the co-teaching system in the classroom, the results will be POSITIVE! Six Models for Collaborative Team Teaching One teach, One observe One teach, One assist Station Teaching (Rotational) Parallel Teaching Alternative Teaching Tag Team Teaching (Traditional)

39. 16 TIPS FOR ELL TEACHERS 1. Make your lessons as visual as possible for ELL students. Use drawings, charts, photographs, maps and models to introduce new vocabulary or concepts. 2. Give ELL students an opportunity to pronounce the key content- related terms. Say the word(s) and have the students repeat them for you. 3. Adapt work and assessments for ELL students. For instance, an ELL student should not be expected to write a full essay. They may be asked to answer a multiple choice question or short answer question instead. 4. Group your ELL students with proficient, self-motivated English speakers. Give the ELL student a specific task within his/her group.

40. 16 TIPS FOR ELL TEACHERS 5. Use a word wall that an ELL student could easily observe to reference important concepts. Include a visual next to the word if possible. 6. Ask ELL students to keep a journal of words they encounter which are unfamiliar. Check with the student near the end of class to help him/her understand a few of the words. Encourage the student to research the rest of them (maybe for a grade or extra credit). The words need not be content-related. 7. Ask students to read an exact part of a passage that presents a particular concept. For instance, ask a student to read a passage that shows a character is angry. 8. Label items in your classroom in English and your ELL students native language.

41. 16 TIPS FOR ELL TEACHERS 9. Provide a content-related word bank on tests. 10. Provide activities that will allow ELL students to practice speaking English. 11. Allow extra time for students to complete assignments in their native language and subsequently translate their work to English. 12. Consider the knowledge base when grading an ELL student's work. If it is a written assignment, focus on their ideas and be more lenient on any spelling or English mechanical errors, especially if the errors don't interfere with the meaning of what he/she is expressing.

42. 16 TIPS FOR ELL TEACHERS 13. Rather than having ELL students complete on larger task, break it down into smaller tasks to allow the chance for a comprehension check. 14. Keep definitions consistent. Avoid altering definitions for key words on the test. 15. Provide a variety of learning opportunities for ELL students in reading, writing, speaking and listening. An ELL student that reads well may not necessarily speak well. 16. Acknowledge a students native culture and provide an opportunity for that culture to be experienced in the classroom setting.

43. VOCABULARY STUDY

44. MAKE AND TAKE FOLDABLES

45. RESOURCES

46. THANK YOU! REMEMBER…..