Making The Content Standards Work For All Students


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Power Point - Scaffolded Units

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Making The Content Standards Work For All Students

  1. 1. Differentiation Accommodations Modifications Scaffolding Making the Content Standards Work for All Students
  2. 2. Differentiation
  3. 3. <ul><li>What Differentiated Instruction is NOT: </li></ul><ul><li>Differentiated Instruction is NOT the &quot;Individualized </li></ul><ul><li>Instruction&quot; of the 1970's.   </li></ul><ul><li>Differentiated Instruction is NOT chaotic.   </li></ul><ul><li>Differentiated Instruction is NOT another way to </li></ul><ul><li>provide homogeneous grouping.   </li></ul><ul><li>Differentiated Instruction is NOT just </li></ul><ul><li>&quot;tailoring the same suit of clothes.&quot; </li></ul>
  4. 4. <ul><li>What Differentiated Instruction is: </li></ul><ul><li>PROACTIVE   </li></ul><ul><li>More QUALITATIVE </li></ul><ul><li>than quantitative   </li></ul><ul><li>ROOTED IN ASSESSMENT </li></ul><ul><li>Provides MULTIPLE APPROACHES  to content, </li></ul><ul><li>process, and product </li></ul><ul><li>  </li></ul>
  5. 5.   What Differentiated Instruction is:   A BLEND of whole-class, group, and individual instruction. MULTIPLE APPROACHES  to content, process, and product. STUDENT-CENTERED    
  6. 6. Differentiation is: <ul><li>Classroom practice that recognizes that kids differ, and that the most effective teachers do whatever it takes to hook the whole range of kids on learning. </li></ul><ul><li>Carol Ann Tomlinson, 2001 </li></ul>
  7. 7. How Should We Differentiate? <ul><li>By readiness </li></ul><ul><li>By interest </li></ul><ul><li>By learning profile </li></ul><ul><ul><li>gender </li></ul></ul><ul><ul><li>age </li></ul></ul><ul><ul><li>learning style </li></ul></ul><ul><ul><li>intelligence </li></ul></ul>
  8. 8. Low Tech Ways to Differentiate Teach in multiple modes Put key materials on tape Offer choice regularly Connect details to the big picture of meaning Connect ideas to student interests Connect schoolwork with life beyond the classroom Use key reading strategies with the whole class (close reading, think-alouds) Provide options for journal entries Use highlighted texts Offer times for extra teaching Watch more, listen better
  9. 9. Accommodations
  10. 10. Accommodations are: <ul><li>Actual teaching supports and services that the student may require to successfully demonstrate learning. Accommodations should not change expectations to the curriculum grade levels. </li></ul><ul><li>Examples: </li></ul><ul><li>taped books </li></ul><ul><li>math charts </li></ul><ul><li>additional time </li></ul><ul><li>oral test </li></ul><ul><li>oral reports </li></ul><ul><li>preferred seating </li></ul><ul><li>study carrel </li></ul><ul><li>amplified system </li></ul><ul><li>braille writer </li></ul><ul><li>adapted keyboard </li></ul><ul><li>specialized software </li></ul>
  11. 11. Modifications
  12. 12. Modifications are: <ul><li>Changes made to curriculum expectations in order to meet the needs of the student. Modifications are made when the expectations are beyond the students level of ability. </li></ul><ul><li>Examples: </li></ul><ul><li>withdrawal from class for specific skills </li></ul><ul><li>include student in same activity but individualize the expectations and materials </li></ul><ul><li>student is involved in same theme/unit but provide different task and expectations </li></ul>
  13. 13. Scaffolding
  14. 14. Scaffolding is: <ul><li>Providing support to student learning and then retreating that support so that the student becomes self-reliant </li></ul>Examples: study guides graphic organizers anticipation guides adapted reading level material double entry journals structured directions Cloze paragraphs
  15. 15. Key Characteristics of Effective Scaffolding <ul><li>Clear instructions </li></ul><ul><li>Clarifies purpose </li></ul><ul><li>Keeps students on task </li></ul><ul><li>Clear expectations </li></ul><ul><li>Points students to high quality sources of help and information </li></ul><ul><li>Reduces uncertainty, surprise and disappointment </li></ul><ul><li>Delivers efficiency </li></ul>
  16. 16. Anticipation Guides <ul><li>Build interest for the task </li></ul><ul><li>Help develop reading comprehension </li></ul><ul><li>Help establish prior knowledge </li></ul><ul><li>Build students’ prediction skills </li></ul><ul><li>Encourage students to reflect on what they have learned </li></ul>
  17. 17. Vocabulary Building Activities <ul><li>Talk a Mile a Minute </li></ul><ul><li>Word Walls/personal glossaries </li></ul><ul><li>I Have…Who Has? </li></ul><ul><li>Audio versions of vocabulary lists </li></ul><ul><li>Frayer Model </li></ul>
  18. 18. Talk a Mile a Minute <ul><li>Props used in the play Romeo and Juliet : </li></ul>
  19. 19. Talk a Mile a Minute <ul><li>Sword </li></ul><ul><li>Poison </li></ul><ul><li>Mask </li></ul><ul><li>Knife </li></ul><ul><li>Bed </li></ul>
  20. 20. I Have…. Who Has?
  21. 21. Writing Scaffolds <ul><li>Answer plans </li></ul><ul><li>Cloze paragraphs/framed writing </li></ul><ul><li>Graphic organizers </li></ul><ul><li>Quickwrites </li></ul><ul><li>Double entry journals </li></ul>