Department of Special Education SPED 780 Class 13 Classroom Practices Judith Mack, MSEd, MSW Adjunct Lecturer Department of Special Education

Agenda Practical implications in the classroom Jonathon Mooney video Key concepts related to the reading Jonathon Mooney video Group discussion Power of 2 video Lesson planning

Key Concepts: Accommodations and Modifications Inclusion Differentiation Collaboration Higher order thinking Knowledge based instruction Affective based instruction

Inclusion Students with disabilities are placed in general education classes, while classes are modified so that all students can access the curriculum. (Bender) In an inclusive school, all staff members believe that it is their job to provide the best education for all students, respecting their pupil’s diversity and maximizing their potential. (Friend, 2008)

Collaboration & Co-Teaching Collaboration - A style of interaction in which two or more professionals works together toward a common goal (Friend & Cook, 2003) Co-Teaching - When two or more educators co- plan, co-instruct, and co-assess a group of students with diverse needs in the same general education classroom (Murawski, 2003)

Key Components of Effective Co-Teaching Two or more co-equal credentialed faculty working together Conducted in the same class at the same time Shared responsibility, shared accountability Both teachers delivering instruction Heterogeneous groups of students Same physical space Co-plan, co-instruct, and co-assess

6 Co-Teaching Models One Teach, One Observe Station Teaching Parallel Teaching Alternative Teaching Team Teaching One Teach, One Support When there are two credentialed teachers in the room, it should look different from when there is only one. These are six basic models that can be used to maximize instruction.

What is Differentiation? A teacher’s response to learner needs The recognition of students’ varying background knowledge and preference Instruction that appeals to students’ differences

What are the Components of Differentiated Instruction? High Quality Curriculum Continual Assessment Respectful Tasks Building Community Flexible Grouping Teaching Up

Differentiation of Instruction Ongoing assessment and adjustment Flexible grouping Respectful tasks Guided by general principles of differentiation, such as Is a teacher’s response to learner’s needs

Why Differentiate? All students can learn; all students do not learn in the same way We know more than ever about how people learn Students are diverse in terms of ability, culture, language, background knowledge, previous experience, learning style One type of instruction does not serve all students equally To be responsive to our students’ needs and engage them in their own learning

Teachers can differentiate Teachers differentiate Content Process Product Environment

According to Student’s Readiness/Ability Interest Learning Profile/Style Through a range of instructional and management strategies

Higher Order Thinking: Bloom’s Taxonomy Knowledge (most basic) How does _____ compare/contrast to _____? Who, what, when, where______? Synthesis: Describe__________________ ? Comprehension: What would you predict/infer from _____? Retell _____ in your own words. How would you create/design a new ______? What is the main idea of ______ ? Application: Evaluation (most complex): Why is _____significant? What criteria would you use to assess______? How is _____ an example of ____? Do you agree with______? Analysis: Classify ______ according to ______.

Watered Up Curriculum: Goals of the Knowledge Dimension Students construct knowledge More depth, less superficial coverage Archetype concepts, patterns Developing relational understandings and real world connections More student elaboration Habits of mind, higher order thinking, information processing, and learning strategies Ellis, 1997

Watered Up Curriculum: Goals of the Affective Dimension Student reflection, risk taking, active participation Social responsibility and collaboration skills amongst students Enhancement of academic and social self-esteem More intensive and extensive instruction targeting critical areas of need; progress carefully monitored Ellis, 1998

Jonathon Mooney Video http://education.washington.edu/news/video/short_b us.html

Turn & Talk What stood out to you from the Jonathon Mooney talk? How can his framwork inform your practice? What were the most important points or ideas for you in each of the readings? Why? Determine as a group a few ideas you would like to discuss with the whole group. What do you have questions about? Be prepared to share and participate actively in the whole class discussion.

Power of 2 Video

Lesson Planning

For tomorrow Research Roundtable-5 minute presentation of your research Bring questions for review Final Wednesday (online)