1. Addressing Heterogeneity Early in American History only the well-to-do (mostly males) were educated. Early in American History only the well-to-do (mostly males) were educated. With the need to educate the masses (mid 1800’s), methods for processing large groups of students emerged. With the need to educate the masses (mid 1800’s), methods for processing large groups of students emerged. Lock-step curriculum, grade level sequencing, dividing the day for subjects, whole group pacing, whole group instruction and teaching to the “average” resulted. Lock-step curriculum, grade level sequencing, dividing the day for subjects, whole group pacing, whole group instruction and teaching to the “average” resulted. This required students to work without close supervision with little individualization. This required students to work without close supervision with little individualization.

2. Toward The Inclusive Classroom Recognition of significant differences in student abilities and needs (1950’s and 1960’s) led to labeling, categorizing, and segregation of special needs students. Recognition of significant differences in student abilities and needs (1950’s and 1960’s) led to labeling, categorizing, and segregation of special needs students. PL 94-142 (1975) mandated the Least Restrictive Educational Environment PL 94-142 (1975) mandated the Least Restrictive Educational Environment Requirement for Individualized Educational Plans and emerged. Requirement for Individualized Educational Plans and emerged. Least Restrictive requirements led to Mainstreaming and Inclusion. Least Restrictive requirements led to Mainstreaming and Inclusion.

3. Mainstreaming and Inclusion Mainstreaming: Helping previously excluded students achieve regular class goals Mainstreaming: Helping previously excluded students achieve regular class goals –The focus is on providing additional support to help students manage the standard curriculum Inclusion: Meeting special needs within a regular class setting Inclusion: Meeting special needs within a regular class setting –The focus is on making classroom accommodations based on individual needs and individualized goals

4. Ineffective Ways to Help Struggling Students Tracking Tracking Special Education Pull-Out Programs Special Education Pull-Out Programs Retention in Grade Retention in Grade

5. More Effective Ways to Help Struggling Students –Tutoring rather than retention –Classroom teacher’s acceptance of special needs students as a bonafied part of the class –Modification of “regular” instruction to meet individual needs –NOTE: 80% of special needs students do better in regular classrooms than in resource classrooms.

6. Mastery Learning Mastery Learning calls for all students to master the same objectives. Mastery Learning calls for all students to master the same objectives. Mastery Learning assumes all students have the ability for success with grade level curriculum Mastery Learning assumes all students have the ability for success with grade level curriculum Mastery Learning technique allows students to progress at different paces. Mastery Learning technique allows students to progress at different paces.

7. Mastery Learning (Cont.) Mastery Learning is marked by cycles of teaching, testing, reteaching and retesting. Mastery Learning is marked by cycles of teaching, testing, reteaching and retesting. Intensive tutoring is part of effective Mastery Learning practice. Intensive tutoring is part of effective Mastery Learning practice. It is important to focus on the most essential learning objectives and major concepts. It is important to focus on the most essential learning objectives and major concepts.

8. Differentiated Instruction There is variation in learning goals, learning pace, methods, and materials. There is variation in learning goals, learning pace, methods, and materials. What and How the student learns is decided, to some degree, by the teacher. What and How the student learns is decided, to some degree, by the teacher. Teachers adjust content, process, products, and the learning environment. Teachers adjust content, process, products, and the learning environment. Individualized Instruction is prominent. Individualized Instruction is prominent.

9. Effective Differentiation Special attention is given to slow learners Special attention is given to slow learners There is a balance of whole class, small group, cooperative group, and individual learning There is a balance of whole class, small group, cooperative group, and individual learning Grades are based partially on effort and progress Grades are based partially on effort and progress

10. Effective Differentiation (cont.) Peer tutoring is routinely used Peer tutoring is routinely used Projects and independent work are used to allow variation in learning pace and process Projects and independent work are used to allow variation in learning pace and process All students are monitored carefully and given individual feedback All students are monitored carefully and given individual feedback All students are held accountable for participating in lessons and completing assignments All students are held accountable for participating in lessons and completing assignments

11. The most important factors contributing to the success of all students in school (Newman 1992) –A “Culture of Inclusion” –A welcoming attitude toward all students –Communication of positive expectations –Support for students learning efforts

12. Principles Of Differentiating As range of ability increases, whole class instruction decreases As range of ability increases, whole class instruction decreases Assignments are matched to each student’s ability Assignments are matched to each student’s ability Materials are written at different ability levels (tiered assignments, example pp. 235 -237) Materials are written at different ability levels (tiered assignments, example pp. 235 -237)

13. Principles of Differentiation (Cont.) Comparable learning times are scheduled for all ability levels Comparable learning times are scheduled for all ability levels (everyone finishes at the same time) Key concepts are emphasized Key concepts are emphasized Study guides are used Study guides are used Independent work assignments are made (work cards PP. 232-234 Independent work assignments are made (work cards PP. 232-234 Directions are clear enough to allow independent learning Directions are clear enough to allow independent learning

14. Independent Work and Learning Centers Create times for students to engage interesting, creative tasks of their own choosing. Create times for students to engage interesting, creative tasks of their own choosing. Avoid punishing high achievers with more of the same work. Provide them with extension and enrichment activities. Avoid punishing high achievers with more of the same work. Provide them with extension and enrichment activities. Encourage slow finishers to take time to reflect on their work: Use homework, personal journals, follow-up books and projects. Encourage slow finishers to take time to reflect on their work: Use homework, personal journals, follow-up books and projects.

15. Independent Work and Learning Centers (Cont.) Allow for spontaneous events to create independent study Allow for spontaneous events to create independent study Provide learning centers for independent work Provide learning centers for independent work Allow students of different abilities, with similar interests, to work in their area of interest Allow students of different abilities, with similar interests, to work in their area of interest

16. Summary Heterogeneity is a factor in all teaching with the exception of one-to-one instruction. Heterogeneity is a factor in all teaching with the exception of one-to-one instruction. Astute teachers recognize, accept and embrace the fact that each student is different. Astute teachers recognize, accept and embrace the fact that each student is different. Effective teachers view the need to plan for different abilities and needs as a normal part of teaching. Effective teachers view the need to plan for different abilities and needs as a normal part of teaching. Effective teachers avoid consuming valuable energy and emotion complaining about their student needs and abilities. Effective teachers avoid consuming valuable energy and emotion complaining about their student needs and abilities. Effective teachers are willing to change instructional strategies when the initial strategy is unsuccessful. Effective teachers are willing to change instructional strategies when the initial strategy is unsuccessful.

17. Summary (cont.) Master teachers love a challenge and are excited about the opportunity to work with students’ unique learning needs. Master teachers love a challenge and are excited about the opportunity to work with students’ unique learning needs. Master teachers believe it is their professional responsibility to make every student successful. Master teachers believe it is their professional responsibility to make every student successful. Master teachers are relentless in their pursuit of new ways to meet individual learning needs. Master teachers are relentless in their pursuit of new ways to meet individual learning needs. Master teachers derive personal and professional gratification from helping the most difficult-to-teach student achieve learning goals. Master teachers derive personal and professional gratification from helping the most difficult-to-teach student achieve learning goals.

18. Discussion Questions Will you treat every child the same in your classroom? Explain your answer. Will you treat every child the same in your classroom? Explain your answer. How can you maintain consistency of management and classroom practices while differentiating based on individual needs? How can you maintain consistency of management and classroom practices while differentiating based on individual needs? What role will homework play in your effort to address different student needs? What role will homework play in your effort to address different student needs? What will you do to minimize the stigma associated with student who must leave the classroom for specialized instruction? What will you do to minimize the stigma associated with student who must leave the classroom for specialized instruction?

19. Discussion Questions (cont.) How will you meet the needs of the following students? How will you meet the needs of the following students? –Successful, task-oriented students –Social, people-oriented student who value friends and interaction more than academics –Dependent students who look to the teacher for constant support and reinforcement –Alienated students who are usually reluctant learners – some are disruptive and some are withdrawn –The Phantom student who fade into the classroom, are rarely noticed, shy, quiet and do not volunteer responses

20. Application Activity #1 Arrange in grade level groups. Arrange in grade level groups. Select a subject and content from the curriculum for your grade. Select a subject and content from the curriculum for your grade. Develop a leaning center (or centers) focusing on the content you have selected. Develop a leaning center (or centers) focusing on the content you have selected. –The leaning center should make provisions for students rapid learners, average learners and learners who are two grade levels below the grade you are teaching. –Address the same content – at three different levels (tiers)

21. Application Activity #2 Arrange in grade level groups. Arrange in grade level groups. Select a subject and content from the curriculum for your grade. Select a subject and content from the curriculum for your grade. Plan a lesson containing the following components: Plan a lesson containing the following components: –A brief whole class introduction/overview –Division of the class into small groups for guided and independent practice at different levels –Unique instruction for students who do not possess the skills necessary for the small group work. For example, students who are : non-readers, visually impaired, ADHD, oppositional defiant, quadriplegic