Secondary Strand November 3, 2014

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Presentation transcript:

Secondary Strand November 3, 2014 Inclusive Ed PLC Secondary Strand November 3, 2014

Learning Targets: I can define the word inclusion and describe the attributes of inclusive educators. I can explain the philosophy of differentiated instruction and provide some examples of differentiation in practice. I can distinguish between a fixed mindset and a growth mindset in myself and others. I can describe four effective research-based study strategies that aid in retention of content material. I can work collaboratively to reflect on instructional choices and plan units with inclusion and differentiation in mind.

Framing Why You’re Here: Why did you go into education? What is your goal for this year? What is your definition of inclusion? What is your greatest challenge?

12 Characteristics of Inclusive Educators https://www.youtube.com/watch?v=UMYZLLLOmuk

Group Norms

My Beliefs About Intelligence: What were you taught about student intelligence? What do you believe about student intelligence based on your observations?

Mindset: https://www.youtube.com/watch?v=pN34FNbOKXc

Discuss: 1. Do we, as a society, believe in growth mindset? Why or why not? 2. In what areas do you have fixed mindset? A growth mindset?

Access to the General Ed. Curriculum SDI Differentiated Instruction Universal Design for Learning

The Challenge Access, participation, and progress in the general education curriculum for all learners. IDEA ‘97 Current challenges include increased diversity in classrooms; high expectations for all students; high stakes testing; accountability for all students. Today’s classrooms are highly complex and pose difficult hurdles for teachers. As a result of IDEA ’97, many students who used to be excluded from general education curriculum are expected to progress in the general education classroom and curriculum. Teachers now need to be successful with a much more diverse group of students including English Language Learners, students from other cultures, and students with diverse disabilities. All students are commonly in the same schools, same classrooms, and same curriculum. Schools, teachers and students are accountable for real progress and demonstrable learning outcomes in the regular education curriculum. But the print-based curriculum is designed for a homogeneous group of students and is not flexible or adjustable for different learner needs. UDL addresses these challenges and offers increased opportunity for all students to access, participate, and progress in the general education curriculum. In this training session we present principles of UDL and show how to apply them in classroom practice. http://www.cast.org CAST© 2003

Differentiated Instruction I’m thinking… Now I’m thinking… Begin with differentiation warm-ups

Differentiated Instruction IS NOT… Individualized Instruction Chaotic Just another way to provide homogenous groupings “Tailoring the same suit of clothes”

Differentiated Instruction IS: Proactive Qualitative more than quantitative Rooted in Assessment Student Centered A blend of whole group, small group, and individualized instruction “Organic” Multiple approaches to content, process, and product.

Essential Beliefs Belief 1: Every student is worthy of dignity and respect. Belief 2: Diversity is both inevitable and positive. Belief 3: The classroom should mirror the kind of society in which we want our students to live and lead.

Essential Beliefs Belief 4: Most students can learn most things that are essential to a given area of study. Belief 5: Each student should have equity of access to excellent learning opportunities. Belief 6: A central goal of teaching is to maximize the capacity of each learner.

Differentiated Instruction I’m thinking… Now I’m thinking…

NTSG: Differentiating Instruction

Differentiated Instruction I’m thinking… Now I’m thinking…

Considering the Needs of… Advanced Learners Struggling Learners

Yes…But…

LUNCH Strategies that Make Learning Last The Science of Successful Teaching

Final Word Protocol

Learning Menus

Read Chapters 1-2 in “Leading and Managing…” Homework: Read Chapters 1-2 in “Leading and Managing…”