3 Supporting all Learners “Every student can learn, just not on the same day, or in the same way.” George Evans
4 Supporting all Learners Objectives:Explain why getting to know your students is the first step in the planning process.Describe how knowing your students relates to differentiating instruction.3. Identify strategies used to support all learners.
5 TPA Task 1 Planning for Instruction KNOWING YOU STUDENTSWhat does the focus learner know?What can he/she do?What is he/she still learning to do?Why is this important?In order to anticipate their learning needs and provide supports
6 Knowing Your Students Information TPA Vocabulary Strengths/weaknessesInterests/talentsPrior learning experiencesRelevant lived experiencesActivities outside of schoolFamily support/resourcesCommunity resourcesCultural expectationsBackground knowledge for scaffolding new learningPersonal, family, community, cultural assets
7 Where can you obtain information about your students? Interest SurveysDistrict DataIEP’s or 504 PlansWriting ActivitiesObservationsPortfoliosLearning StylesConferencesConversationsFamilyStudentCooperating Teacher
8 Who Are My Students and what are their real needs What do students need as learners?What is valuable and relevant to your students?What do they already know-past experience?“Make the TPA fit their needs….not the other way around!The more you know your students, the easier the TPA processbecomes”TPA Tips (Kelly & Walters 2012)
9 Be proactive-Plan for Differences Without proper planning, it is difficult to succeed at meeting individual needs.Remember “ONE SIZE DOES NOT FIT ALL”Adjusting the curriculum by providing flexible options benefits all learners
10 Universal design for learning-differentiation Proactive planning frameworkBased on the understanding that every classroom is composed of a variety of learning styles and abilitiesBased on knowing the students (TPA)
11 Universal design for learning-differentiation 1. Multiple Means of RepresentationTeacher uses a variety of strategies, tools and methods torepresent information (visual, auditory, kinesthetic)2. Multiple Means of EngagementTeacher provides a variety a ways to engage students(choice, address student interest, self- assessment and self-reflection)3. Multiple Means of ExpressionStudents use a variety of strategies, instructional tools and methods todemonstrate understandingCAST (www.cast.org) Universal design for learning resources
13 Use A Variety of strategies & Supports Think-Pair-Share 1. How do you learn best? What type of learner are you? 2. Identify some of your favorite teaching strategies 2. Share with the person next to you
14 Planning Learning Segment-Think about Prioritize-what am I really asking my students to do?What does the student need to learn to progress Target GoalWhat skills/abilities do you want them to develop?Build learning segment around skills and abilities not activities and factsWhat instructional strategies & learning tasks will you design?Support individual studentsProvide access to the curriculum
15 Questions to considerCan student participate in the lesson as is, what supports might be needed?How will I group students? (pairs, small group, cooperative groups)What are the students learning styles (visual, auditory, kinesthetic, tactile)?Will different materials be needed to ensure participation?What might the student struggle with?How can I modify instruction and support students?
16 MAKE IT MEANINGFULHow can you relate this information to past experience?How can you make connections to future learning?Why is this important?“Focus on opportunities to see, scaffold and showcase the processof your teaching.” TPA Tips (Kelly & Walters 2012)
17 Effective Strategies Specify clear lesson objectives Teach directly to the objectivesMake learning as concrete and meaningful as possibleProvide time for practice and feedbackModel-note taking, metacognitive strategies, problem solvingActively engage students-use a variety of instructional strategiesScaffold instructionConsider different learning styles (Visual, Auditory, Kinesthetic, Tactile)
18 How do you Scaffold learning Model performance while thinking aloudPair advanced learners with developing onesProvide prompts, links, guides and structure (Graphic Organizers)Fade when appropriate
20 I-We-You Tell me-direct instruction Show me-guided practice Let me-independent practiceAsk me-communicate, think aloud
21 Why Use Graphic Organizers? Classify ideas, link informationStructure thoughts for writingProblem solvingStudyingReviewingPlanningBrainstorming
22 Strategies for struggling students Sequence-break down the task, step by step prompts.Drill-repetition and practice review-daily testing of skills, repeated practice, daily feedback,Segment-break down target skill into smaller units and then synthesize the parts into a whole.Control the difficulty of the processing demands of the task-task is sequenced from easy to difficult and only necessary prompts or probes are providedTechnology-use a computer, structured text, flow charts, to facilitate presentation, emphasis on pictorial representations.Group Instruction-Instruction occurs in small groupStrategy Clues-reminders to use strategies or multi-steps, the teacher verbalizes problem solving or procedures to solve, instruction uses think-aloud models.*Excerpted from Swanson, H.L. (1999). Learning Disabilities Research and Practice, 14(3).
23 Successful TeachersProvide a variety of opportunities for students to use knowledge and skills in different situationsUse Active Hands On student learningVary Instructional Practices and modes of teachingOffer Real-World practical examples
24 Visual, auditory kinesthetic “Getting’ Triggy Wit It” Check out Mr. Duey on Fractions!