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One Size Does Not Fit All: Working With the Classroom Teacher to Modify Curriculum Facilitated By Sara Fridley Region 3 Education Service Agency

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Presentation on theme: "One Size Does Not Fit All: Working With the Classroom Teacher to Modify Curriculum Facilitated By Sara Fridley Region 3 Education Service Agency"— Presentation transcript:

1 One Size Does Not Fit All: Working With the Classroom Teacher to Modify Curriculum Facilitated By Sara Fridley Region 3 Education Service Agency SPED Academy Feb. 23, 2006

2 “Currently, students are required to adapt... to the prevalent teaching practices and instructional materials and assessment instruments. Those who can’t adapt are viewed as being deficient in their ability to learn.” - Marie Carbo, Educating Everybody’s Children

3 3 Key Ways to Differentiate Instruction Process –Activities –Calls on students to use key skills Content –What we teach students –Materials and methods used Product –How students show what they have learned –Should also allow students to extend what they learned

4 Key #1 – Adapt Process Students use key skills –Bloom’s Taxonomy –Multiple Intelligence Theories Common focus –Vary student activities NOT goals Teacher uses a variety of methods Modify the environment

5 More Than One Way to Get There

6 Process Differentiation Examples Modify their environment (fidgets) Graphic Organizers Add elements to traditional lessons –Color –Movement –Time adaptation Metacognition –Learning Logs –Scaffolded Instruction Choice of tasks

7 Creature Comforts Grades K-12 Students must feel safe (intellectually) Tolerance for sitting will ALWAYS be at different levels for different people. Even adults benefit from Fidgets or Movement Set ground rules in the classroom. Remove “it” if/when it becomes a toy or distraction

8 Tactile Fidgets Grades K-12 Paper clip Cellophane tape rolled backwards around a finger Pipe cleaners Stress balls Pocket Fidget (small item kept in the child’s pocket) Carpet square under desk –Swimming “noodles”, rough towel

9 Visual Fidgets Grades K-12 Lava lamp Fish tank Mobile

10 Nomadic Learners “If we build in enough movement during the class period, students will be less likely to move on their own.” Motion resources –Minds in Motion –Learning on Their Feet Crystal Springs Books

11 Ideas for the Nomadic Learner Mini Field Trip A Home Away From Home Music Stand Learning Rocking Chair Reversal

12 Graphic Organizers zers/ zers/ dents/learning/lr1grorg.htm dents/learning/lr1grorg.htm




16 Math Word Problem Graphic Organizer Helps students take step-by-step approach Start with easy ones first For strong auditory learners –Use tape recorder to rephrase question & explain the process & answers

17 Act It Out – Visual Clues Grades 4-12 Vocabulary strategy for the Kinesthetic Learner –Place students into groups –Provide 60 seconds to figure out how to Act Out a vocabulary word Example – PERIMETER (walking around edge of room)

18 perimeter area

19 Color Increases Understanding Using color for key concepts can increase memory retention up to 25%

20 Color Teach in Color Color Code –Key Concepts –Colored Pens –Color with Sunshine –Highlight grammar Colored Acetate –Number chart –Sliding mask –Highlighting tape –Scotopic Sensitivity Syndrome Painted Essay

21 A Simple Start “Color Code” key concepts –Easy in modern classrooms White boards & computer software –Key terms in all content areas –Math (parts of equations) –Language arts (parts of speech, important vocabulary, editing) Correct “with sunshine” Students do their own color coding

22 Color Coding Words By Prefixes and Suffixes Antisocial Submarine Geology Agreeable By Syllables REDUNDANT EXPLORATION

23 The Painted Essay

24 Good Strategies Go K-12 Use elementary reading strategies with older kids –Because they may still need them!!!! –Examples Word sorts Flip charts Word banks Making words

25 Vision & Learning “25% of students in grades k-6 have visual problems that are serious enough to impede learning.” (American Public Health Association) “It is estimated that 80% of children with a learning disability have an undiagnosed vision problem.” (Vision Council of America)

26 20/20 does not mean that vision is perfect! The 20/20 vision test does not test how well you see at reading distance. In fact, the 20/20 test fails to evaluate many other important aspects of normal vision such as: – Eye focusing –Eye coordination –Eye teaming (binocular vision) –Eye movement –Visual perceptual skills –Color vision

27 Visual Learner Images go directly to long-term memory in brain Humans process visuals 60,000 times faster than text Words processed sequentially –Keyboard Images processed simultaneously –Camera

28 Scotopic Sensitivity Syndrome 12% of population Contrast problems (only 1 symptom) –Black text on bright white paper –Striped patterns on carpet clothes seem to move –Vertical/horizontal blinds Leads to classroom difficulties –Restlessness –Difficulty staying on task

29 Use Colored Paper or Acetate Contrast problems (only 1 of many symptoms) Strategies –Use dull colored paper for writing to reduce glare –Use colored acetate over black text on white paper –Use a bookmark when reading to avoid losing place –Has an excellent simulation of Scotopic Sensitivity Syndrome

30 Scotopic Sensitivity Syndrome Contrast problems (only 1 symptom) Strategies –Use dull colored paper for writing –Use colored acetate over black text on white paper –Use a bookmark when reading to avoid losing place

31 Turn Your Paper Sideways Grades 2-7 (or higher if needed) A trick for lining up numbers when working with multi-digit numbers in columns –TURN THE PAPER SIDEWAYS & use the lines as column guides –Also provides novelty (brain trigger)

32 Tools for Learning Focus Frame –Isolates individual math problems or sentences –Helps lower distractions Bookmarks –Use to keep place while reading –Add colored acetate

33 Metacognitive Instruction Thinking about one’s own thinking Provide students with tools to improve organizational skills –Planning steps necessary to complete task –Ordering steps into correct sequence –Monitoring progress on those steps “Silent Language”

34 Example of “Silent Language” 1.Teacher completes problem, reciting steps (modeling) 2.Teacher & student complete next problem, with student reciting steps 3.Student completes another problem, while reciting steps 4.Student completes next problem while whispering steps 5.Student completes next problem using silent language to provide self-instructions 35 +27

35 Correct “With Sunshine” Use yellow highlighter to identify incorrect answers Give student option to correct and receive partial (or whole) credit –Option – require students to explain in writing what they did wrong and how they corrected the problem

36 1). Instead of “checking” wrong – highlight wrong answers Student is then required to correct it Student is also required to explain (written or oral) what the error was and how they corrected it Understanding the mistake and the process

37 Key #2 – Adapt Content Materials & methods Accommodate students’ different starting points –Skills/standards –Readiness Some students ready for more complex or abstract levels Some students ready for independent work

38 Content Differentiation Examples Multiple texts Interest centers Learning contracts Support systems –Audiotapes –Mentors –Study partners

39 Identify Standards & Skills Work with classroom teacher to identify exactly which skills/standards for each student –Are they at grade level? –If not, go to the appropriate grade level standards! Unpack standards with teacher –What do those standards really mean? –Put them into kid-friendly language. –What skills are part of them?

40 Unpacking Standard Example

41 Audio & Print Resources Hearit – –Tools to improve speech discrimination American Printing House for the Blind – Library Reproduction Services – Recorded Books, Inc. –

42 Smaller is Better For students who are overwhelmed by size and weight of textbooks –Get administrative permission! –Carefully cut pages out –Laminate & hole punch pages OR use the clear page protectors –Bind by chapter OR simply photocopy the pages

43 Overhead Textbook Visuals Photocopy textbook pages –Use transparencies –Visual aid

44 Key #3 – Adapt Product Culminating learning experience that occurs after many days or weeks of study Demonstration and extension of what they know, understand, and are able to do

45 Product Differentiation Examples CHOICE –Variety of assessment types –Tiered Assignments –Independent Study

46 Oral Response Taped responses –Work great for students who struggle to put their words onto paper

47 Tiered Assignments Provides choices of tasks –Mix of optional & required assignments Should address all levels of Bloom’s Taxonomy (if mastery is expected) Layered curriculum & student contracts are different versions of tiered assignments

48 Variables to Consider Readiness – in reading, math, & beyond Complexity & Challenge of both process & product Pace of learning and production Grouping practices Use of assessment results to inform teaching and learning

49 Principles to Guide Differentiated Classrooms Focus on essentials Attend to student differences –NO strategy works on ALL students Assess often and use it to make adjustments/modifications Mutual respect Be flexible Doesn’t happen 100% of the time!!!!

50 Simple Ways to Start Modify the environment Add elements to existing lessons –Movement/manipulation –Color –Graphic organizers –Taped responses Adjust time

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