Portland, Oregon/Seattle, WA Convention October 7–8, 2010 Oregon Convention Center Portland, OR

Managing a Classroom with a Variety of Levels Accommodations, Learning Styles, Etc.

Presenter: Vicki Chandler, M. Ed.

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Teacher’s Fantasy

Super Teacher Perfect Norman Rockwell world

Reality sometimes ☞ “Cause me to hear Your lovingkindness in the morning, for in You do I trust; Cause me to know the way in which I should walk, for I lift up my soul to You.” Psalm 143:8 “Therefore my spirit is

overwhelmed

within me…” Psalm 143:4 2

Why should I provide accommodations for a student who isn’t succeeding?

Isn’t it just a crutch?

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Accommodations Debate

For

1. The teacher who provides accommodations for his/her students (who need them) is following God's example.

2. They make it possible for a student to demonstrate what s/he knows.

3. They make it possible for all students to succeed (No Child Left Behind) 4. Assessments might not be an accurate measure of what a student knows without necessary accommodations being made.

5. Accommodations can be made fairly easily - when the teacher is committed to doing them and when the teacher is creativite (such as doing whole class interventions…"What's good for one, is good for all.").

6. Students who benefit from accommodations feel more capable.

7. Students who benefit from them are more successful, and 'success breeds success.' 8. Having the mindset of doing accommodations helps the teacher shift focus from students who either pass or fail to students who can succeed in an optimal learning environment based on their needs.

9. Since educators enter the teaching profession based on their sincere desire for students to learn, accommodations provide more tools make that happen (accommodations can empower teachers).

10. Parents appreciate the effort a teacher makes on behalf of their child (to provide accommodations).

11. Since all students' scores are part of the PSSA scores for a school, and since funding is partly determined by the entire student body's performance on the PSSAs, it behooves teachers to do all they can to help every student succeed.

12. It's morally right to do all you can to help a student be successful.

13. Sometimes a small accommodation can result in significant progress for a student. Even a child who otherwise might need special education, might achieve an acceptable level of success in the regular classroom (which translates into a huge financial savings).

Against 1. Providing accommodations is merely a way of 'dumbing down the curriculum.' 2. An accommodation is just a crutch.

3. It's not fair to provide an accommodation to one student when the other students have to perform without it.

4. Expecting regular ed. teachers to provide accommodations for specific students is unreasonable. Regular classroom teachers already have too many responsibilities. 5. Parents of a child with special needs and who refuse to believe their child has a learning disability will remain in their denial if accommodations are provided (masking the child's weaknesses).

6. Regular ed. teachers are not trained to individualize for their students; that's the job of the special ed. teachers.

7. It's too hard to remember which accommodations are to be given to specific students and for which subjects; it's a management nightmare.

8. If a student achieves a high grade because an accommodation was provided, how can that grade mean the same thing as another student who got the same grade without having any accommodations? The reporting of students' performance at the very least will be misleading, and at the very worst - inaccurate. 9. I feel like I'm doing more work than the child. That student is simply lazy and needs to apply himself more.

10. Providing accommodations only delays the inevitable. The child would be better served in special education.

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Classroom Accommodations

Our Biblical Example

: What accommodations has God made for His people?

Why did He make those accommodations?

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Our Example:

 God’s greatest accommodation for us was the Gift of His Son.

Our Challenge:

 Teaching is most effective when done in accordance with how God designed each student.

Our Hope:

 God promises to provide His wisdom.

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Some

students

can be

overwhelmed

at times.

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Why are accommodations needed at times?

• Challenges presented by a

variety of needs

in a classroom with a heterogeneous group of students • Pressures from individual

parents

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Premise • All students are entitled to an educational program that is appropriate for their specific abilities, needs, and learning styles. • Since educational programs are delivered by the teacher, it is the teacher’s responsibility to provide accommodations that are needed.

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Definition of an Accommodation Literally: an adjustment, a help

 An accommodation is usually something that is

not typically done for the majority of students.

 An accommodation is

not provided for

a student who can learn and perform in the context of normal classroom conditions.

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An accommodation is

provided by the teacher

to

establish optimal conditions

 

to learn

and for a student (with specific needs and/or obstacles)

to demonstrate knowledge and ability

.

In the absence of the accommodation, the student would be

at an unfair disadvantage

. Without certain accommodations,

assessment results

for a student

might not be valid

measures of knowledge and ability. 12

Definition Broken Down

• Provided by: the teacher • Purpose: -

instruction

: to establish optimal conditions for learning -

assessment

: to provide a way for a student to demonstrate knowledge and ability • What it is

not

: -It is not typically

done for the majority

of students.

-It is not provided

for a student who can learn

and 13 perform

under normal

classroom

conditions

.

When making an accommodation for a student, it’s important to

keep in mind

…

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The Goal of the Lesson 15

Types of Accommodations – General Categories

• Instructional adaptations • Modified assignments • Alternative assessments/grading

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Accommodation checklists attached to student report cards

provide a clear picture of the context of learning.

Accurate Reporting 17

Example of an Accommodation Checklist Accommodation Checklist Word Document Included on CD 18

Does this make sense?

I think I understand more about accommodations now!

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The big question: How can this be done in the context of students with

numerous needs

?

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How to Manage Diverse Needs 

Use teaching Approaches which are good for all:

• •

Bloom’s Taxonomy Teach to all learning styles

. (brain-based teaching)

Note: ‘Teaching with a Passion’ ppt. on the CD has numerous slides regarding learning styles.

•

Teach self-regulatory skills

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Bloom’s Taxonomy Trigger Words for

Primary

Grades

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Bloom’s Taxonomy Trigger Words for

Intermediate

Grades

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Learning Styles

The Way They Learn: How To Discover and Teach to Your Child's Strengths

By Cynthia Tobias Learning Style Strengths: A Student Profile http://applest.com/pdf/Back%20to%20School%20Profile.pdf

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Learning Styles

Modalities

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Learning Styles

Auditory Modalities Visual Kinesthetic

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Learning Styles

Howard Gardner

Multiple Intelligences

Logical Mathematical Interpersonal Linguistic Intrapersonal Musical Spatial Bodily Kinesthetic

http://www.howardgardner.com/FAQ/faq.htm

Naturalist

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Learning Styles

Dr. Anthony Gregorc http://gregorc.com/

Mind Styles™ Model

Concrete Sequential (CS) Abstract Sequential (AS) Abstract Random (AR) Concrete Random (CR) 28

Learning Styles

Ways to Understand Things Cynthia Ulrich Tobias, M.Ed.

http://applest.com/pdf/Back%20to%20School%20Profile.pdf

Global Analytic

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How to Manage Already Discussed: 

Use teaching Approaches which are good for all



Implement whole-class strategies:

• Academic examples:

1 st grade math/speech & language

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+ —

Directions

A Bright Idea!

in all more than altogether less than how many left have now left over sum each addends fewer loop estimate solve press/push complete show after difference regroup before same equal shorter longer amount figure about inch sets/group odd/even between 31

Example of a Whole Class Intervention An Accommodation Which is Good for One is Good for All 32

Example of a Whole Class Intervention 33

How to Manage Already Discussed: 

Use teaching Approaches which are good for all



Implement whole-class strategies:

• Academic examples:

1 st grade math/speech & language Also: Triad Reading

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Whole-Class Strategies – for Academics Triad Reading Explanation provided in ‘Curriculum Based Assessment’ session (clip shown in ‘Curriculum Based Assessment’ session) 35

Triad Reading

Three Students in Each Group:

Proficient Reader Average Reader Emerging Reader Reader Reader Emerging Reader

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How to Manage Already Discussed: 

Use teaching Approaches which are good for all

 •

Implement whole-class strategies:

Academic examples:

1 st grade math/speech & language

•

Also: Triad Reading

Behavior example:

‘How’s Your Engine Run?’

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Whole-Class Strategies – for Behavior For Students Who Are Hyperactive Program: ‘How Does Your Engine Run?’

http://www.alertprogram.com

/ 38

High Engine Level

Recess Running Excited Very Happy Scared Worried Anxious Angry Annoyed Nervous Nervous 39

Low Engine Level

Sleeping Tired Exhausted Sleeping Student!

Sick Bored 40

‘Just Right’ Engine Level

Working Paying Attention Listening Thinking Walking Painting Content Thinking Happy 41

How to Manage Already Discussed: 

Use teaching Approaches which are good for all.



Implement whole-class strategies.



Use all resources (volunteers, other students):

• to help provide additional practice needed, to reteach, to retest, etc.

drill pack

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Accommodation for an Individual Student Math Example (but this accommodation could be used in other content areas) Drill Pack 43

Example of a Test Accommodation Alternative Performance Assessment

Sun, Moon, and Earth "Show What You Know" Test

Name: Directions: Move your body to show: rotate winter revolve Directions: Point to show: a star an axis the equator orbit Directions: Use the flashlight and globe to show: summer in the US winter in the US midnight in the US noon in the US 44

How to Manage Already Discussed: 

Use teaching Approaches which are good for all.

 

Implement whole-class strategies.

Use all resources (volunteers, other students)

Powerful Results 

Preteach (math procedures and concepts, literature vocabulary and plot, science concepts)

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Implementing Accommodations 

The key:

Keep in mind the goal of the lesson. 

Logistics:

(in the context of one teacher, heterogeneous groupings, students pulled out, helpers coming in) 1. whole class interventions (What’s good for one, is good for all.) 2. use other students to help implement and/or monitor 3. have students manage their own (developing self-regulatory behaviors)

Student Needs Which Indicate Accommodations •

Academic

(both ends of the scale) •

Behavior

•

Attention

•

Study Skills

•

Vision/ Hearing

•

Health

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Reflections About: ‘Managing a Classroom with a Variety of Levels’

Tell

I’d like to

try a Friend something new

to address a specific student’s need. I plan to try… 50