Transcript Document
Accommodations and Supports Agenda Welcome & Overview Differentiated Instruction Accommodations Supports Student Success An Essential Key • It becomes increasingly important for teachers of these students to emphasize why they need to learn certain material. • Meaning (or relevancy) becomes the key to focus, learning and retention. Retention of Learning • Is the process whereby long-term memory preserves a learning in such a way that the memory can be located, identified, and retrieved accurately in the future. This is an inexact process influenced by many factors. Retention of Learning • When you order pizza, do you have the phone number memorized, or do you remember how you can retrieve that information? Sense & Meaning • Attaching sense (Does this fit my perception of how the world works?) and meaning (What does this have to do with me?) to new learning can occur only if the learner has adequate time to process and reprocess it. • This continuing reprocessing is called rehearsal and is a critical component in the transference of information from working memory to long-term storage. How does this knowledge impact my life? Rehearsal • How can teachers create relevance? • How can teachers provide opportunities for rehearsal? • Is the rehearsal rote or elaborative? Students with disabilities . . . • Need to become strategic learners, and not rely on haphazard means. • Need to observe how others think or act when using various strategies. Organizational Skills: Which of these do you already have in place? • • • • • • • Daily agenda that is used regularly Extra text at home Checklists Graphic organizers Goals and checkpoints Highlighted information Positive home-school connection Learning Skills • Learning skills develop when students receive opportunities to discuss, reflect upon, and practice personal strategies with classroom materials and appropriate skills. • Through feedback, teachers help students refine new strategies and monitor their choices. • Over time, teachers can diminish active guidance as students assume more responsibility for their own strategic learning. Developing Learning Skills Fundamental Skill for All Students • How to learn! Differentiated Instruction Multiple Intelligences Multiple Intelligences What is differentiated instruction? Identify at least key words DI Some words might be . . . Scaffold Varied Choice DI Engaged Relevant Rigorous Focused Differentiated Instruction What Do We Differentiate? Content-What Process-How Product-End results of learning Content You differentiate content when you . . . • Pre-assess students’ skills and knowledge, then match learners with appropriate activities according to readiness • Give students choices about topics to explore in greater depth • Provide students with basic and advanced resources that match their current levels of understanding Process You differentiate process when you . . . • Add greater complexity or abstractness to tasks, by engaging students in critical and creative thinking, or by increasing the variety of ways in which you ask them to learn. • Note that while the content is the same, the ways that students are able to learn or process the information is different. Product You differentiate products when you . . . • Provide greater challenge, variety, and choice in how students demonstrate or represent what they’ve learned • Plan units that reflect many ways to represent learning • Provide menus of projects for students to choose from. Check the strategies you already implement. • • • • • • • • • Anchoring Activities Tiered Assignments Adjusting Questions Learning Contracts Reading Buddies Flexible Grouping Curriculum Mapping Learning Centers Independent Study Differentiating by : • • • • Group Orientation Cognitive Style Learning Environment Intelligence Preference Group Orientation • • • • Independent/self orientation Group/peer orientation Adult orientation Combination orientation Cognitive Style • • • • • • • • • Creative/conforming Essence/facts Whole-to-part/part-to-whole Expressive/controlled Nonlinear/linear Inductive/deductive People-oriented/task or object-oriented Concrete/abstract Easily distracted/long attention span Group achievement/personal achievement Learning Environment • • • • • Quiet/noise Warm/cool Still/mobile Flexible/fixed “Busy”/“spare” Intelligence Preference • • • • • • • • Mathematical/Logical Visual/Spatial Verbal/Linguistic Bodily/Kinesthetic Musical/Rhythmic Interpersonal/Social Intrapersonal/Self Naturalist Differentiated Lesson • Using TEKS, how would you differentiate student differences regarding: Multiple intelligences Learning styles Approaches to learning Interests Abilities Components of the Lesson Cycle • Objective • Independent practice • Focus • Closure • Explanation • Extensions • Guided practice Differentiated Instruction • Focus Generate student interest in the learning that is to follow How do you hook or motivate the student Outcomes of Differentiated Instruction • When instruction and assessment are modified according to learners’ unique needs, the likelihood of success increases for all students, whether regular education students, students with learning difficulties, or those with limited English proficiency. What is an Accommodations? • Accommodations do not change what the student is expected to master. The objectives of the course remain intact. • Indicates changes to how the content is: 1. taught, 2. made accessible, and/or 3. assessed Examples of Accommodations • • • • • • • • • one-on-one instruction small group instruction multisensory approaches extended time on projects study guides highlighted texts programmed materials preferential seating immediate feedback Examples of Accommodations • • • • • Braille books on tape screen readers interpreter word processor Examples of Accommodations • oral testing • untimed testing • extended time to complete assignments • shortened tests • draw a diagram • develop a model • perform the answer Math Strategies • Allow counter/manipulative for computation. • Provide visual aids to illustrate steps in computation. • Provide desktop visual aids. • Provide fact sheets. • Separate problems on page. • Use graph paper for spacing. • Use color or boldness to highlight change on page. • Turn line paper on side for column spacing. Reading Strategies • • • • • • • • • Column Notes Comparison and contrast charts Graphic Organizers Selective underlining/highlighting Summarizing Think-Pair-Share Three Minute Pause 3-2-1 K-W-L Writing Strategies Pre Writing • Brainstorm ideas about a suggested topic into a visual picture on paper. • Use webs or mind maps. • Write ideas about topic down in a list in any order. • Word lists Writing • Use all your ideas to create sentences and make paragraphs. • Students can write a sentence per line and cut them out and arrange in logical order to form paragraphs. • Read ideas aloud to another student. • Arrange your ideas in different ways.. Writing Strategies Revising • Allow student to use a computer with spell check. Editing • Work with a partner to make corrections on spelling, grammar and mechanics. • If the student needs a lot of help, focus on one skill at a time until you master it. Where & How Does Technology Fit? • Modification • Accommodation It depends . . . • Does the technology change the content of the material? • Does the technology provide access to the same content? • Does the technology afford the student an opportunity to demonstrate knowledge? • Does the technology allow the student to communicate effectively? Technology as an accommodation: Technology & Math • The most common currently available tools include the following: hand-held calculators that can help a learner who has problems writing numbers in the correct order; talking calculators that vocalize data and resulting calculations through speech synthesis; special-feature calculators that enable the user to select options to speak and simultaneously display numbers, functions, entire equations and results; on screen computer calculator programs with speech synthesis; large display screens for calculators and adding machines; color coding for maintaining columns; big number buttons and large keypads; textbooks on CD-ROM; Promethean Interactive Board. Technology & Reading • read any text printed on the computer screen to the user; • • Promethean Interactive Board convert printed text from a paper or a book using a scanner into editable text so a screen reader can read aloud on a computer or be converted to wav files for use in an MP3 or similar player; text can be read aloud and highlighted as its being read to help with tracking • provide auditory access to printed materials through tapes, CD-ROMs, DVDs, portable readers/players, and special internet services; • format text to be easier for a user to see such as increasing size of text, pairing use of graphics with text, changing background and font color, changing to a more readable font, or using highlighting to emphasize certain text. Technology & Reading • give pronunciations and definitions for words using portable spell checkers, auditory dictionaries and thesauruses on the computer or reading pens • provide materials through videotape, DVD or videodisc • pair text with graphics such as rebus symbols or picture communication symbols for users who can interpret pictures but not the printed word; • help a user keep his/her place on the page, use transparent overlays to change background color of a page, or magnify a line of text for easier reading Technology & Writing • LOW TECH WRITING AIDES • Pencil grips - building up the shaft of a pencil or pen can help the user control the pencil for easier writing. • Bold lined or Raised Line Paper – Tools originally used for persons with visual impairments can also help those with learning disabilities. Paper with bolder lines or raised lines helps writers stay on the lines while writing. • Writing guides – Plastic guides for one to multiple lines provide more of a guide than raised line. • Word Lists – word lists, either made for the individual or commercially made (Quick Word Book) provide models for correct spelling. Including Mnemonics MID TECH WRITING AIDES • Electronic Spell Checkers • Portable Word Processors • Recorders HIGH TECH WRITING AIDES • Word processors features – most word processors have features that can help poor writers with some writing problems. • Auto Correct - corrects commonly misspelled words or allows user to input abbreviations to be expanded when typed such as typing “AT” and having it change to “assistive technology”. • Auto Text – Input text used frequently into auto text. As user starts the text a box pops up on screen, hit the enter key and the text is inserted into document. • Spell and Grammar checks • Dictionary and Thesaurus • Highlighting pens • Auto Summarize Multisensory Platform for StandardsAligned Curriculum Delivery • IntelliTools Classroom Suite is a software platform for delivering K-8 curriculum aligned to content standards. It provides districts and schools with a multisensory environment for differentiated instruction by enabling educators to tailor specific instructional activities to the individual learning needs of students. IntelliTools Classroom helps educators boost achievement in math, language arts, social studies, and science with: • Curriculum-based, standards-aligned activities and templates • Activity answer tracking, record keeping, and student portfolios Kurzweil Educational Systems • All products incorporate the most clear, human-like synthesized voices available coupled with a set of teacher friendly features for accessing, reading, managing and creating text and images. Low & Mid Tech Reading Supports • Portable Speaking Spell Checkers – Franklin • Colored Overlays • EZC Highlighter tape, Reader Highlighter Strips • Bar Magnifiers Supports Peers/Adults Supports: Adults Peers Environment Adult Support • Individualized instruction • Small group instruction • Informal support Adult Support • Individualized instruction Adult Support • Small group instruction Adult Support • Informal support via proximity Valuing Relationships • Why are social relationships important for all students? Why are social relationships important for all students? • Social relationships add substantial quality to our lives. • Social interaction skills are needed in many daily routines. • Social relationships are often a prime motivation for attending school, holding jobs, and making positive contributions in life. • A positive relationship exists between social competence and an absence of problem behavior. Benefits of peer support? • Learning, friendship, and social growth are often positive outcomes of tutoring programs. • Students learn positive attitudes, values, and skills through peer modeling. • Through peer interaction, students learn to share, to help, to comfort, and to empathize with others. • Peer relationships have a strong influence on achievement. • Peer relationships are a powerful influence on a student’s development of identity and autonomy. Environmental Supports • Clearly identified areas • Adequate space • Lighting • Physical equipment How do you decide what the student needs? A. B. C. We select the usual options on our checklist. We roll some dice. We look at assessment information (student strengths & needs), previous strategies and the effectiveness of those strategies. You are correct!!! • We look at assessment information: student strengths & needs), previous strategies and the effectiveness of those strategies. " Knowledge is like a painters pallet; untouched by a brush, opportunities are missed and resources are squandered. However, with the right brush and proper application, you can create a masterpiece...a portrait of success." James T. Picone