BREAKING DOWN THE BARRIERS: DIFFERENTIATION WITH CCGPS MR. GEORGE LAMBERTH DUAL CERTIFIED SPECIAL EDUCATION/EARLY CHILDHOOD MS. VIC MARIE WHITE, ELL TEACHER

ICE BREAKER fffffffffffffffffffffffffff

USE YOUR STICKY NOTES!! Work with the person next to you, and write down 5 questions that have the same answer. You have 3 minutes………………..GO!

Es muy difícil de aprender nuevas normas impartidas en el aula de educación general en caso de que hable un idioma diferente o tener un vocabulario limitado.

PREGUNTAS ESENCIAL CCSS.ELA-Literacy.L.3.1a Explicar la función de los sustantivos, pronombres, verbos, adjetivos y adverbios en general y sus funciones en frases concretas. Puedo identificar correctamente las partes de la oración en un párrafo.

El niño camina en el parque. ?

PISTAS VISUALES

ENGLISH TRANSLATION It is extremely difficult to learn new standards taught in the general education classroom when you speak a different language or have a limited vocabulary.

ESSENTIAL QUESTION CCSS.ELA-Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. I can correctly identify the parts of speech.

The little boy walked in the park.

THE TYPICAL CLASSROOM Which students are being left out in the TYPICAL classroom setting? Without differentiation, we can easily answer that most English Language Learners, gifted and talented, and struggling students are being left behind.

DIFFERENTIATED INSTRUCTION ALL learners are not alike! Every parent or teacher knows that no two children learn in the same way or at the same time.

WHAT IS DIFFERENTIATION? Differentiation means tailoring instruction to meet individual needs.

ANCIENT CHINESE PROVERB Tell me, I forget. Show me, I remember. Involve me, I understand.

DIFFERENTIATION WORKS

PROS AND CONS OF INSTRUCTION With the introduction of the Common Core Georgia Performance Standards, the growing trend for students with special needs and English Language Learners is to push them into the traditional classroom setting.

GOODBYE RESOURCE ROOM We are now seeing less and less of the pullout practices of taking students into a self contained resource room with their specials teachers.

COMMON THOUGHTS AND PRACTICES The common thought is that the traditional model fails to provide students an education in the least restrictive environment;

WHOSE STUDENTS ARE THEY? Too many times, general education teachers expect the ELL or Special Education teachers to take care of their kids.

THE IDEAL LEARNER The problem with much of todays curriculum is that we are basing it on the ideal average student and truthfully cognitive neuroscience says there is no such student.

UNDERSERVING OUR STUDENTS English Language Learners, or students with special needs, can be sidelined by our more complex common core curriculum, which requires more of a depth of knowledge, if the proper techniques are not used.

GIFTED AND TALENTED Gifted and talented students can also be underserved by having a main stream curriculum.

PICTURE WORD WALL

LEARNING STYLE INVENTORIES

CHOICE BOARDS

HIGHLY QUALIFIED TEACHERS Some feel that the average teacher may not be qualified or trained to assist students with disabilities.

TEAM TEACHING One of the hardest things to get used to in a team-taught classroom is how to split teaching responsibilities; that is, actual instruction of students.

TEAMWORK When general education classroom teachers take the time to share ideas and plan together, as well as utilize the co-teaching system in the classroom, the results will be POSITIVE! Models for Collaborative Team Teaching One teach, One observe One teach, One assist Station Teaching (Rotational) Parallel Teaching Alternative Teaching Tag Team Teaching (Traditional)

ONE TEACH, ONE OBSERVE In this model, one teacher, usually the stronger of the two teachers in the content being taught, handles all instruction while the other teacher floats or observes the class. Example: While one teacher teaches, the other sits in the back of the room observing and taking notes on one student for an IEP meeting.

ONE TEACH, ONE OBSERVE Pros: Little collaboration is required when planning Allows the stronger teacher to deliver quality instruction without interruption Cons: Does not completely make use of each instructor

ONE TEACH, ONE ASSIST In the one teach, one assist model, one teacher instructs the class while the other teacher manages behavior or assists individual students as needed. Example: While one teacher supplies the lesson, the other teacher walks around using positive reinforcement for behavior and academic success. The floating teacher also reports behavior and enforces class rules as necessary.

ONE TEACH, ONE ASSIST Pros: Allows a teacher who may be strong in the content area to teach without interruption Cons: Does not make complete use of two instructional specialists Can establish one teacher as the "bad cop," resulting in negative feelings toward the behavior manager

STATION TEACHING (ROTATIONAL) In station teaching, each teacher plans and is responsible for a different aspect of the lesson, or for a different lesson entirely. Example: One teacher teaches a reading comprehension lesson, the other teacher teaches a persuasive writing lesson, and a small group of students works independently in centers or on the computers. Students continue in their groups and travel to each station during the course of the class period using an allotted time frame.

STATION TEACHING (ROTATIONAL) Pros: Each teacher can independently plan for an area or lesson of strength Each student is exposed to similar material, but groups can be differentiated by level Makes good use of two teachers for management purposes Cons: Requires timing, which takes practice Requires some self management of students working independently Difficult to impossible depending on your classroom space

PARALLEL TEACHING In parallel teaching, the class is split in half and each teacher takes a half of the class to teach the same lesson. Students all receive the same material. Example: The class is split in two, both teachers teach the same lesson on the Revolutionary War to a smaller group of students

PARALLEL TEACHING Pros: Provides a smaller group, meaning more individual attention Can provide more control for any behavior problems between students Cons: Requires timing, which takes practice Requires collaborative planning Requires that each teacher be equally strong in the material taught

ALTERNATIVE TEACHING In alternative teaching, one teacher teaches the main lesson to a larger group of students while the other teacher works with the smaller group of students on an completely different lesson. Example: The large-group teacher teaches a lesson on writing introductory paragraphs to a story, while the small-group teacher helps students brainstorm for writing on a topic for a story.

ALTERNATIVE TEACHING Pros: Provides excellent differentiation opportunities Provides a chance for remediation or enrichment for students who need it Can provide behavior control in the smaller group Cons: Must not 'pigeonhole' one group of students by consistently pulling them together Could reduce the effectiveness of inclusion by separating students with special needs May reduce students' exposure to the general education curriculum

TAG TEAM (TRADITIONAL CO-TEACHING) In tag team teaching, both teachers plan and deliver instruction together, with each teacher equally responsible for the material in the lesson. This can be scripted or spontaneous. Example: During a math lesson on multiplication, one teacher teaches using the lattice method while one teacher teaches with the traditional method. Both teachers work together when students work in groups or independently.

TAG TEAM TEACHING (TRADITIONAL) Pros: Models an respectful working relationship between adults Allows both teachers to provide perspective on a topic Can allow teaching of two strategies or ideas simultaneously Promotes respect for both teachers Cons: Requires a connection between teachers, which can be difficult Requires planning together, which can be time-consuming

CLASSROOM STRATEGIES For unit studies, gather a variety of books on the same subject, making sure that the books reflect the range of reading levels in your class. Teach comprehension first. Skills like phonics can be developed after meaning is established or receptive and expressive vocabulary is strong. Plan comprehension-building activities before, during, and after the reading, such as picture walks (looking at and discussing the pictures in a book before reading to build background) and writing a personal response.

CLASSROOM STRATEGIES Brainstorm with the whole class to generate a Word Bank for Writing (PDF). Teach the strategy of using pictorial, semantic, and syntax cues, and conventions of print to read for meaning. Encourage children to predict, confirm, and self correct. Generate a list of questions about what you are reading. Discuss new words in context. For ELLs, reading experiences are filled with unfamiliar vocabulary that is specific to our culture.

CLASSROOM STRATEGIES Teach word-study skills. For example, classifying and sorting words by spelling patterns helps students develop vocabulary and provides opportunities to transfer spelling concepts from reading to writing. Integrate reading with writing and use a variety of genres and formats as a springboard for writing activities. Work with recipes. Recipes are a great example of meaningful procedural text. They are a motivating hands-on activity and can serve as models for procedural writing. Have students keep journals for personal narratives and content-area learning. Journals keep students organized and accountable for their work. After a weekend or holiday, rereading what has been recorded in journals lets ELLs review the subject and get back on track. Parents love seeing these too. Incorporate environmental print into your classroom with examples from magazines, newspapers, ads, street signs, and other sources.

16 TIPS FOR ELL TEACHERS 1.Visuals 2.Pronunciation 3.Adapt work 4.Group your ELL students 5.Word wall 6.Journal 7.Particular concept 8.Label items

16 TIPS FOR ELL TEACHERS 9. Test word bank 10. English speaking practice 11. Allow extra time 12. Consider knowledge 13. Smaller tasks 14. Consistent definitions 15. Learning opportunities 16. Acknowledge Culture

VOCABULARY STUDY

MAKE AND TAKE FOLDABLES

REFERENCES

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