Transcript Presentation: Session 4 PowerPoint

Adapting Module Tasks at
the Lesson Level
Session 4, February 2014 NTI
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Learning Targets
• I can adapt module lessons to meet students’
specific needs.
• Adapting lessons is important – it enables
teachers to meet their students’ needs and
also to bring their personal artistry to the work.
• It’s critical, however, that adaptations maintain
alignment to the Common Core and the shifts.
• In this session we are going to collaboratively
build a shared understanding of methods that
support quality module adaptation.
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Why Adapt Lessons?
• Please greet the people at your table and
discuss:

For what reasons and under what circumstances
do you see teachers adapting module lessons?
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Chalk Talk
When directions are complete:
• You are going to form a group of no more than 4 people.
• You are going to take a marker and stand in front of one of the
posters.
• You are going to brainstorm and write on the poster – taking
ONLY the top 1/4 of the paper at the most – some ideas for
meeting the need at the top of the poster.
• After 2 minutes, you will go to another poster, read what has
written before you, and add additional ideas…again, taking up
only a small portion total paper.
• You will visit at least 4 different posters.
• The task will get harder, but richer, each time.
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Adaptations in Action
• Imagine you are a third grade teacher in an urban school using
the modules. Ninety percent of your class receives free or
reduced lunch and 10 of the students in your class of 24 have
an IEP or 504 plan. 10 of your students read at or above the
level expected in third grade, 7 read just below what is
expected (about a half-year behind) and 7 read a year or more
below expected.
• Read the Grade 3 Lesson for Analysis (pg. in your notebook),
thinking about and perhaps jotting notes about what
adaptations you might make to this lesson for the students in
the class described above. (7 minutes).
• Share your initial thinking at your tables (5 minutes).
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Adaptations in Action
• We will see a teacher adapting this lesson for
her actual third grade.
• As you watch, consider -- Did Ms. Meehan’s
adaptations maintain the lesson’s alignment
to the Common Core? In what ways (or not)?
What other ideas do you have?
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Student Work
• Examine the student work that resulted from a
lesson very similar to this lesson in your
notebook. (5 minutes)
• Discuss each question (3 minutes each):




How is the work students completed similar and
different?
Did the adapted work meet the same learning
targets? If so, how? If not, why not?
Were these students successful?
What might you have done differently?
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Recommendations for Adapting
• Read the chart in your notebook on page X:
Recommendations for Adapting Module
Lessons
• As you read, mentally sort the suggested
adaptations into the following categories (8
minutes) (You will actually sort in the next
step).
Simple for Teachers/Helpful for a Few Students
Complex for Teachers/Helpful for a Few Students
Simple for Teachers/Helpful for Many Students
Complex for Teachers/Helpful for Many Students
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Create Chart (8 minutes)
Simple for Teachers/Helpful for a Few
Students
Complex for Teachers/Helpful for a Few
Students
Simple for Teachers/Helpful for Many
Students
Complex for Teachers/Helpful for Many
Students
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Discuss (4 mins)
• Which adaptations are the simplest yet the
most helpful? Are they using or helping
others use those adaptations?
• Which adaptations are more complex yet
helpful to many students? What support to
teachers need to use those adaptations?
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Thinking it Through
• A reflective tool for teachers who are adapting
lessons.
• Use as part of a conversation about the
changes teachers are typically making to help
them stay aligned with the standards and the
shifts.
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Samples of Adapted Lessons
• There are three adapted lessons in your notebook, pages X to
X.
• Work in read-discuss cycles.
• Choose which lesson you’d like to start with.
• Read (5 minutes), thinking about whether the teacher’s choices
maintain alignment.
• Discuss (2 minutes each question):

What needs is this teacher trying to meet?

Do the proposed changes maintain the lesson’s learning
targets?

Do the proposed changes allow for maximum rigor for as
many students as possible? If not, what could be done to
still adapt the lesson and maintain that rigor?

Will the teacher still be able to assess students’ progress
toward the learning targets? If not, what could be done to
adapt the lesson or assessment to meet students’ needs?
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Journal (4 mins)
• Use the reflection pages at the front of your
notebook.


What patterns of adaptation did you notice in the
samples you just examined? What are the
benefits and challenges of making these kinds of
adaptations to the module lessons?
What new ideas do you have about adapting
module lessons as a result of this session so
far?
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Returning to Chalk Talk
• You are going to form a group of no more than 4
people.
• You are going to take a marker and stand in front of
one of the posters.
• You are going to read what has been written so far,
then brainstorm and write on the poster – taking only
a portion of the remaining room – what additional
ideas do you have for this adaptation now?
• Then you are going to put a star next to the three
adaptations that you feel are most powerful for
meeting the expressed need.
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As You Rotate
• Add new information and if you agree“stars”
from the group before, put an additional star in
the same place.
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Capturing Important Ideas
• Capture key ideas in their journals, and or read
over as many posters as you like.
• We will type up these Chalk Talk posters and
get them up on EngageNY as a resource for all.
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