Transcript How to Integrate Students with Diverse Learning Needs in a

How to Integrate Students
with Diverse Learning
Needs in a General
Education Classroom
By: Tammie McElaney
Classroom Management
1. Activate Prior Knowledge
2. Provide Clear Goals &
Meaningful Strategies
3. SQ3R – Survey, Question,
Read, Recite (or Reflect), &
Review
4. Provide Pertinent Follow-Up
Behavior Challenges
Functional Behavior Assessment (FBA) Procedure for Children
with Disruptive Classroom Behavior
• Process intended to identify the most appropriate and
effective interventions
• Results of FBA can be used to develop a behavior support plan
• Required by law to support students with behavior problems
3 STEP PROCESS
1. Hypothesis pertaining to underlying function of the problem
behavior
2. Hypotheses are tested
3. Interventions are implemented and evaluated for
effectiveness
Motivation
ALL human behavior is Motivated
Students may be motived by the following 8 ways:
• Status – the need to feel important and valued
• Inquisitiveness – the need to know
• Affiliation – the need to feel connected
• Power – the need to be in control
• Achievement – the need to be recognized
• Aggression – the need to assert
• Gregariousness – the need to be with others
• Autonomy – the need to be independent
Maslow’s Hierarchy of Needs
Things to consider before student is capable of learning
Learning Styles
Effective teaching strategies help to engage students in learning,
develop critical thinking skills, and keep students on task.
• Learning Style is an individual's natural or habitual pattern of
acquiring and processing information in learning situations.
• One model of learning style divides learners into three
modalities: visual, auditory, and kinesthetic.
Visual learning is a learning style in which ideas, concepts,
data and other information are associated with images and
techniques.
Auditory learning is a learning style in which a person learns
through listening.
Kinesthetic learning (also known as tactile learning) is a
learning style in which learning takes place by the student
carrying out a physical activity, rather than listening to a
lecture or watching a demonstration.
Supports, Modifications, and
Accommodations
Adaptations, accommodations, and modifications need to be individualized
for students, based upon their needs and their personal learning styles and interests.
Modification: A change in what is being taught to or expected from the student
• Quantity of work load
• Changing the curriculum (at a lower level)
• A test that is changed given at their lower level
Accommodation: A change that helps a student overcome or work around the disability
• Extra time to complete work/tests/quizzes
• Preferential seating
• The use of technology or a scribe for written assignments
• The use of a multiplication chart
• Graphic organizers
Modifications or accommodations are most often made in the following areas:
Scheduling, Setting, Materials, Instruction and Student Response
Activate Prior Knowledge
Cues – “hints” about what students are about to experience
• Present Students with Explicit Cues
Questions – elicit what they already know about the topic
• Ask Questions that Require Students to Make Inferences about
Content
• Present Students with Questions that Require them to Analyze What
they are Studying in Complex Ways
Advance Organizers – organizational frameworks that a teacher
presents in advance of learning. Emphasize the essential ideas that
the teacher plans to cover in a lesson or unit.
• Present Students with Expository Advance Organizers
• Present Students with Narrative Advance Organizers
• Use Graphic Advance Organizers
• Use Skimming as an Advance Organizer
Writing Instructional Objectives
Benefits:
• Provide organized goals
• Assess learning outcomes
• Tool to achieve consistent results
• Evaluate if students achieve objectives
• Helps select instructional materials
Using ABCD Method
Audience –
Describes who is performing behavior (students)
Behavior –
What do you want students to be able to do
Condition – Describe what learner will use, have access to
(calculator, graphic organizer)
Degree – How well you want them to perform
(quality, accuracy, time, speed)
SMART
Goals
Goals/Standards are general
statements of desired learning
Learning Objectives are specific statements


Student Centered- Specific learning targets for students
Guide lesson planning
Specific – exactly what is to accomplish by students
Measurable – define acceptable levels of learning quantifiable
Attainable - appropriate level to ensure success of content
Realistic - relevant/results oriented – learning outcomes
Timely – specific ending point through formative
assessment
Bloom’s Taxonomy
New Version
Old Version
Knowledge
Bloom’s Ranking of Thinking Skills
Comprehension Application
Analysis
Synthesis
List,
Name,
Identify,
Show,
Define,
Recognize,
Recall,
State,
Visualize
Summarize,
Explain,
Interpret,
Describe,
Compare,
Paraphrase,
Differentiate
Demonstrate
Classify
Solve,
Illustrate,
Calculate,
Use,
Interpret,
Relate,
Manipulate,
Apply,
Modify
Analyze,
Organize,
Deduce,
Contrast,
Compare,
Distinguish,
Discuss,
Plan, Devise
Design,
Hypothesize
Support,
Schematize,
Write,
Report,
Justify
Evaluation
Evaluate,
Choose,
Estimate,
Judge,
Defend,
Criticize
ASSESSMENT
Formative Assessment: The goal of formative assessment is to monitor student learning to provide
ongoing feedback that can be used by instructors to improve their teaching and by students to
improve their learning. More specifically, formative assessments:
• help students identify their strengths and weaknesses and target areas that need work
• help faculty recognize where students are struggling and address problems immediately
Examples of formative assessments include asking students to:
• Discussion
• Observations
• Questioning
• Peer Questioning
• Journals
• Homework
Summative Assessment: The goal of summative assessment is to evaluate student learning at the
end of an instructional unit by comparing it against some standard or benchmark.
Examples of summative assessments include:
• End of unit tests
• A final project
• A paper
• State mandated assessments
Family Engagement
• It is important for both school and families to
work together when working to set and
implement goals and objectives for students
with problem behaviors
• Communication is critical between family and
school
• Share resources!