RESPECTFUL DIFFERENTIATION Reference: Education For All, Ontario Ministry of Education, p.15

How do teachers create differentiated tasks for children? Remember,first, that good teaching benefits all children. When you teach effectively, the needs of most children will be met. Be clear about whether you are attempting to accommodate the child’s needs or modify program to meet the child’s needs.

Follow the path… Structure every lesson to move from : * giving students a reason to attend to you (Motivation/Hook) * modeling and anchoring what they should do (New Learning) * providing strongly scaffolded practice (Consolidation) * providing age appropriate independent practice (Application) with tasks that students will value (“respectful tasks”)

EDUCATION FOR ALL, p. 15 The point of this entire document is to remind teachers that good teaching is good teaching, is good teaching…

ACCOMMODATION AND MODIFICATION Accommodation means to provide assistance and materials for the child to help him/her be successful at meeting the same expectations all other children are meeting. Modification means to change the expectations for the child’s program, usually by reaching back to previous grades to ensure that bridges are built to support learning that has been missed.

CONTENT, PROCESS, AND PRODUCT EDUCATION FOR ALL shows three ways to accommodate or modify the expectations for students’ success: * change the content * change the process * change the product

Which one is which? When I change… This is a(n)… content modification process accommodation product accommodation

Looking at this through the Phases of Instruction PHASE OF INSTRUCTION Change the content Change the process Change the product Motivation/ Hook New Learning Consolidation Application

Let’s try it! Select an expectation from any subject, at any grade level. Write the expectation at the top of a page. Copy the chart as on Slide 9. Plan steps for each phase of instruction and for each type of accommodation ( process, product) and modification ( content).

Here’s an example! Expectation: Grade 5 Language: Students will be able to communicate ideas and information for a variety of purposes ( e.g., to present and support a viewpoint) and to specific audiences ( e.g., write a letter to a newspaper stating and justifying their position on an issue in the news.) Phases of Instruction Change the content Change the process Change the product Motivation/ Hook * Provide the class with a newspaper article to read. * Provide the IEP’ ed student with a companion newspaper picture to examine. Allow the class to read the article independently. Provide guided observation support to some students by asking questions about what they see in the photo you have provided. Ask the class to explain what the article was about. Ask some students to give pre-determined answers about the picture to the questions Who? Where? When? Why? What? How? New Learning Provide the class with a series of questions about what they read. Tell them we’ll go on a scavenger hunt with colored markers to find answers for the questions from the article and from other text sources they will search. * Provide some students with a copy of the article with six shaded parts already highlighted ( one color for each 5W+ question). Provide the class with a model of how to use highlighters to find and source answers for two of their questions. * Provide some students with small group support to model finding answers for all of the questions related to their article. Have the class continue to use the modeled highlighter process to find answers to all of the remaining questions. Collect some students into a small group and have them use color coordinated spots on an answer sheet to collectively answer all of the questions from information on their pre-highlighted articles.

CONTINUED… PHASES OF INSTRUCTION Change the content Change the process Change the product Consolidation Have the class take responsibility for understanding all elements of the article and for being able to answer all questions (Who ?Where? When? Why? What? How?) Have some students in the class responsible for answering only the lower level questions in the article (Who? Where? When? What?) Have the class use the process modeled above to answer the remaining questions, using the highlighter approach. Within a small group, have some students work collaboratively, with adult support, to answer the remaining questions from their highlighted sheets Have each student demonstrate understanding of all of the remaining questions. * Have each student in the small group take responsibility for creating a finalized answer for one of the remaining questions and share their answer within the group. Application Have the class select another article from a local newspaper and, using highlighters, find the main content of the article to respond to 5W+ questions that they have created. Have some students examine another teacher selected article that they then highlight with the support of side bar questions that address the 5W+ questions. Using highlighters, have the class find the main content of the article to respond to 5W+ questions that they have created. Provide small group support for students as they complete examination of an article and highlight content to address the questions they are to answer. Have students present their article, and answers to the article they researched, in a jigsaw formation. Have students present oral answers to their questions to an adult in small group context.

Now it’s your turn! Return to Slide 9 and follow the steps. Be prepared to share this in a small or large group.