3. Personalised
Learning LD, ASD APD LLD
Essential Dyslexia OCD OD ADD
ADHD ….
Knowledge
Latest
Research
GIFTED and
TALENTED
IEP‟s
Evidence based
practice
GIFTED AND LD
POLT - Principles of
Learning and
3
Teaching
5. Basics of Differentiation
RTI – Response to Intervention
PoLT – Principles of Learning and
Carol Ann Tomlinson Teaching
June Maker Evidence Based Teaching and
David Sousa Learning –Understanding by Design -
Jay Mc Tighe
John Hattie and Robert Marzano
Grant Wiggins
5
7. Differences in the Classroom:
•EAL
•LD
•GT
•Cultural
•Various
Disabilities
•IEP students
•Composite
classes
•Other
7
8. LEARNING DIFFICULTIES
16-20 %
Ref: Peter Westwood : What Teachers Need to Know
8
About Learning Difficulties
9. STUDENTS WITH
LEARNING DIFFICULTIES
• Not related directly to any specific physical sensory or
intellectual impairment (although in some cases their
intelligence may be somewhat below average)
• LD may be due to external factors:
• Socio-cultural disadvantage
• Limited opportunities to learn
• Lack of support from home
• An inappropriate curriculum
• Insufficient teaching in the early years
• Lack of success evident across most areas of school
curriculum
9
10. STUDENTS WITH
LEARNING DISABILITIES 3-5%
• Much smaller number of students described as having
specific learning disability – neurological disorder
affecting the brain‟s ability to receive, process, store and
respond to information
• Conventional methods often fail
• Chronic problems in earning basic literacy, numeracy and
study skills (and possibly social )
• IQ – often average or above average
• Specific strategies can make a difference
• External assistance may be needed
10
11. STUDENTS WITH
LEARNING DISABILITIES
• May become overwhelmed, frustrated
• May have difficulties with auditory processing of information
• Difficulties with reading, writing, spelling
• Low output
• Underperform
• Poor test performance
• Effort and success discrepancy
11
13. THE AVERAGE CHILD
BY MIKE BUSCEMI
My grades have been okay.
I listen in my classes.
I’m in school every day. My teachers think I’m average;
My parents think so too.
I wish I didn’t know that, though;
There’s lots I’d like to do.
I’d like to build a rocket;
I read a book on how.
Or start a stamp collection…
But no use trying now.
’Cause, since I found I’m average,
I’m smart enough you see
To know there’s nothing special
I should expect of me.
I’m part of that majority,
That hump part of the bell,
Who spends his life unnoticed
13
In an average kind of hell.
14. GIFTED STUDENTS WITH
LEARNING DISABILITY
“ The idea that a child can be both gifted and learning
disabled strikes some as a paradox.” Liddle and Porath 2002
Overlooked and
“Dual exceptionalities” under-served
Munro suggests that up to 30% of gifted students may have
problems with reading such that their attainment level is
several years below expectation.
14
15. GIFTED STUDENTS WITH
LEARNING DISABILITY
Leading to
secondary
Aware of emotional,
disability motivational and
behavioural
problems
Identification of
Use of assistive these gifted
technology students is
essential
Effective
remediation for
basic skills and
possibly
counselling
15
22. Differentiated Instruction?
Differentiation is
not a particular
set of
strategies…
The idea of differentiating instruction:
“to accommodate the different ways
that students learn - involves a hefty
dose of common sense, as well as
sturdy support in the theory and
research of education.”
(Tomlinson & Allan, 2000).
But a framework
for planning and
carrying out
instruction
22
26. “… a way of thinking about the classroom and
acknowledging and honoring each student’s learning
needs and maximizing each student’s learning
capacity while developing a solid community of
learners” Tomlinson
26
30. Plan
together
“… means that teachers proactively plan varied approaches to what
students need to learn, how they will learn it, and how they will show they
have learned”
30
31. “Differentiation is making sure that the right students get the right learning
tasks at the right time.
…differentiation is no longer an option; it is an obvious response.”
Lorna M Earl, 2003
31
32. Differentiation
Means:Shaking up what goes on in the classroom – multiple ways of
taking in information, making sense of ideas, and expressing what they
learn
32
33. Differentiation means teachers consider :
WHO are they teaching
WHAT they will teach
“teachers accept that ALL students will move along the
learning continuum as far and as fast as possible”
33
37. DIFFERENTIATION
Variation in It is not brand
content process new
and product (and IEP‟s
environment)
Constant group
Student work
differences
Only work in
Varied Grouping preferred ways
Proactive
response
37
40. In the dim dark teaching past………..
We thought: teaching is telling, focus on content delivery,
grades separate the sheep from the goats
This model proposes
a rethinking of the structure, management and content of the classroom, inviting
participants within the learning context to become engaged in the process, to the
benefit of all. Pearl Subban
40
48. UNDERSTANDING BY DESIGN JAY
MC TIGHE AND GRANT WIGGINS
UbD is used to create quality curriculum
Start with the question – what do we want our students
to know and understand at the end of the lesson, week,
unit, term?
Then ask how can we help students get there
What information, literacy skills, concepts do they need
to gain this new understanding or new knowledge?
Rigorous and
relevant HOT
48
51. Set the bar high
but provide
many ways for
all students to
meet the
objectives
High quality
curriculum
Wide range
of Ongoing
instructional assessment
strategies
51
52. 2nd Element - Process
Differentiating Content : this is what we teach or what we
want the students to learn
• Tomlinson believes that in differentiating content we can:
• Adapt what we teach
• Modify or adapt how we give access to what we want
the students to learn
• Change content based on student’s readiness,
interests, or learning profile
• This can be done through concept based teaching,
curriculum compacting, using varied texts and
resources, learning contracts, mini lessons, varied
support systems, audio video recorders, note taking
organizers, digests, mentors
Ref: Carol Ann Tomlinson “How to Differentiate Instruction in Mixed-Ability Classrooms”
second edition
52
53. “Raising academic standards
has more to do with elevating
thinking processes than with
covering more topics.” Lynn Dickson
53
54. 2nd Element - Process
Differentiating Process: how students come to understand or
make sense of content
Differentiating the process means varying
learning activities or strategies to provide
appropriate methods for students to explore
concepts
We might
change the
Panic Zone layout of the
track but all
the students
Learning are still in
Zone the race
Comfort
Zone
54
55. 3rd Element - Products
Differentiating Products: How students demonstrate what they have
come to know, understand and are able to do after an extended
period of learning
• These are generally products that come at the end of a
long learning period.
• As with activities, effective product assignments too
should focus on the essential knowledge, understanding,
and skills specified as content goals
• They should call on students to use what they have
learned .
• Product assignments should have a clear, challenging,
and specified criteria for success, based on class
expectations and individual needs
55
57. Modifying Tests
Decreases stress, improves performance, allows
the child to demonstrate their knowledge
-Open book tests
-Oral tests versus written
-Having a reader
-Having a clarifier
-Having a scribe
57
59. Differentiating the curriculum for gifted students
State of New South Wales through the
NSW Department of Education and Training,
2007
59
60. Activity 1
Using your syllabus documents, select a content outcome and
a skills outcome.
Using the Maker template, develop activities and/or questions
for each content, process and product modification.
When designing a differentiated curriculum not all areas of the
Maker model need to be incorporated into every teaching and
learning activity.
It is important to modify those aspects of curriculum that are
appropriate for the achievement of lesson or topic objectives.
60
66. ANALYTICAL
Analysing characters when I‟m reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and others‟ work Page 4
Thinking clearly and analytically
Evaluating my and others‟ points of view CREATIVE
Appealing to logic
Judging my and others‟ behaviour Designing new things
Explaining difficult problems to others Coming up with ideas
Solving logical problems Using my imagination
Making inferences and deriving conclusions
Playing make-believe and pretend game
Sorting and classifying
Thinking of alternative solutions
Thinking about things
Noticing things people usually tend to ignore
PRACTICAL Thinking in pictures and images
Inventing (new recipes, words, games)
Taking things apart and fixing them
Supposing that things were different=
Learning through hands-on activities
Thinking about what would have happened if
Making and maintaining friends certain aspects of the world were different
Understanding and respecting others Composing (new songs, melodies…)
Putting into practice things I learned Acting and role playing
Resolving conflicts
Advising my friends on their problems
Convincing someone to do something
Learning by interacting with others
Add up each column.
Applying my knowledge
Working and being with others
What is your
Adapting to new situations preference?
66
67. HOW CAN KNOWLEDGE ABOUT
STUDENTS LEARNING STYLES
BE USEFUL? (HOW DO YOU
LIKE TO LEARN)
CAN THE KNOWLEDGE HELP
STUDENTS AS LEARNERS?
HOW DOES OUR PREFERENCE
INFLUENCE OUR TEACHING?
67
69. Getting to know your students:
Multiple Intelligences
VAK
Questionnaires
etc
69
70. Assessment Cycle
Pre-assessments are
essential
Plan Implement
Use
Assess during the assessment
Assessment
lesson to adjust to inform
instruction
strategies
Report
Revise
70
79. 4th Element - Affect
Differentiating Affect: How students’ emotions and
feelings impact on their learning
Affect is the weather in the classroom, the
teacher is the weather maker.
79
83. 5th Element – Learning Environment
A Flexible Learning Environment
The hallmark of a differentiated classroom in a flexible learning
environment.
The teacher asks: “What can I do to allow students of varying
readiness levels, interests and modes of learning to grow most
fully in this place?”
Consider how SPACE, MATERIALS and TIME can be used
flexibly.
83
89. BRAINS
All brains are unique therefore we need to respond to the needs of our students
and provide many opportunities for varied learning experiences
89
90. BRAINS
Brain Research - Link Old With the New
Teachers must create many opportunities to link
the old with the new information because that is
how the brain learns and remembers
90
99. COMPLETE THE : PERSONAL PROFILE AS AN
INCLUSIVE TEACHER – FORM #25
THE CHECKLIST CAN BE HELPFUL TO DETERMINE
AREAS OF TEACHING STRENGTH AND AREAS
THAT NEED TO BE IMPROVED
HOW INCLUSIVE ARE THE CLASSROOMS YOU ARE
FAMILIAR WITH?
FEEDBACK – WHAT USE DO YOU SEE FOR THIS
TYPE OF CHECKLIST WITH YOUR COLLEAGUES?
99
100. Personal Profile as an Inclusive Teacher # Form 25 Page 5
Organising an Inclusive Classroom No Sometimes or Yes
Maybe
I always make detailed plans for my daily teaching
My daily teaching plan includes accommodations and modifications for students with
special needs
I keep careful records of intervention and inclusive strategies that have been used in
my class
I keep careful records of interventions and inclusive strategies that have been used in
my class
I keep accurate, up-to-date records of each student‟s progress
100
101. Teaching in an Inclusive Classroom
I deal with most students behaviour problems successfully
I am flexible and use a range of teaching strategies to support students who have learning
difficulties
I have developed a good collection of resources to help me meet the needs of all my students
Most students make good personal progress in my class
I willingly accommodate students with difficulties in my class by modifying and adapting the
curriculum and the assignments
I have a positive and inclusive attitude towards all students in my class, regardless of their learning
and behavioural difficulties
I enjoy teaching students of all abilities
I am patient and supportive when students find learning difficult
I am patient and supportive when students have emotional or behavioural problems
When my students with special needs become adults, I think they will look back and remember my
101
class positively
102. How will
you lead
the change
at your
school?
http://www.diffcentral.com//videos2.html#profdev
102
119. COMMON STRATEGIES
“ROSE REPORT”- ON DYSLEXIA
CHUNKING
1. If you have a lot of information or instructions to give,
break it down into shorter „chunks‟ of language, pausing after
each one. A long „block‟ of spoken language can be difficult
to process in one go.
119
120. REORDERING
2. Say things in the order you want them to be done. So,
instead of
„Before you write your homework down, clear away the
equipment‟ say, „Clear away the equipment. Then write down
your homework.‟
120
121. CUT DOWN THE AMOUNT
YOU SAY
3. Studies have shown that in some classrooms adults talk
for up to 90% of the time. For a young person with dyslexia
(or learning difficulties), this can feel overwhelming. Think
about structuring lessons and activities so there is a mixture
of activity-type.
121
122. SLOW DOWN
4. Even slowing down your talking a bit means that students
will give longer responses, and will say more. This doesn‟t
mean that you have to start talking in a sing-song voice!
122
123. GIVE VISUAL SUPPORT: USE GESTURE,
THINKING/CONCEPT MAPS, DEMONSTRATING,
QUICK SKETCHES
5. Visual support can take many different forms. Young
people with dyslexia and SLCN find information easier to
understand and process if it is supplemented by something
with a strong visual impact. This could be a natural gesture;
facial expression; use of pictures; video; quick drawings on
the whiteboard; using
the interactive whiteboard; linking to the Internet; using real
objects; demonstrating or showing instead of telling; using
mind maps on the board
123
124. SARCASM, DOUBLE
MEANINGS
6. We all use phrases such as „off you go‟ or „get your
thinking caps on‟, or use tone of voice to show meaning „Oh
that‟s just great!‟, but these can be really difficult for young
people with dyslexia and (learning difficulties) who may
easily take them literally or get the wrong end of the stick
(there‟s another one!). Be aware of times
when you use language that is inferential or may have a
double meaning – try to make sure you use something else
or explain carefully.
124
125. SIMPLIFY THE GRAMMAR
7. We often use a complex sentence when a simpler one
would do just as well. Some sentences are very difficult for
young people with dyslexia and learning difficulties to
understand such as passive tense, for example „Show me
who was the boy who was pushed‟, or embedded phrases,
for example „Put the one you thought it was next to the
beaker that boiled‟. Try to simplify your sentences.
125
126. PAUSING AFTER YOU HAVE
ASKED A QUESTION
8. We know that adults often pause far too briefly when they have asked
a question before switching from one child to another, or jumping in
with another question. Young people with dyslexia learning difficulties
often need more „processing time‟ to get their thoughts together and
formulate a response. Waiting longer for a response can greatly help
these students to engage and contribute. Sometimes this isn‟t possible,
but there are often times when you can wait – it doesn‟t have to be
empty space, be aware of strategies for making it feel more natural, for
example, ask a question and say you‟re coming back for the answer, or
turn and write something on the board.
126
127. COMMENTING
9. For pupils with dyslexia and learning difficulties ,
commenting on what they are doing, and pausing, rather
than asking questions, encourages dialogue and supports
their thinking and learning, for example „So, plants need light
and water to grow...‟/ ‟ I wonder what would happen if ….‟
127
128. ORGANISING WRITING
10. Students with dyslexia may need explicit teaching and
strategies to help them overcome the barriers of poor short term
memory.
For example, they may need:
●structured support for planning;
●a scaffolding format, which helps them to plan a sequence of events;
●a range of key words/sentences (provided by the students) which they can refer
to throughout their writing;
● the creative development of a storyline. This should not be inhibited by the
technical aspects of writing, which can be considered at the redrafting and
checking stages.
http://www.dcsf.gov.uk/jimroseanddyslexia/
128
137. Freyer diagram – what the concept is and
is not
It gives the students
an opportunity to
explain their
understanding and
to elaborate by
providing examples
and non-examples
137
155. QUESTIONS TO GUIDE PLANNING
(STRICKLAND)
Starting Point: What would I
typically do in this lesson if I Who are the
were not going to students in your
differentiate? class? What specific
What is the purpose of the traits or needs do
unit? (overall purpose and they have that
how it fits into the year long require
goals) differentiation? In
Standards what ways do they
(local/state/national) vary most (reading
Know – facts, definitions,
level, interest in
rules, people, places subject, need for
structure, etc.)?
Understand – big ideas,
principles
How do I know, how
will I find out?
Do – literacy, numeracy,
155
thinking, planning..
156. What will I differentiate?
Content or presentation Starting Point: What
of content? Process? would I typically do in
Product? Environment? this lesson if I were not
going to differentiate?
How will I differentiate?
In response to student
readiness? Interest? Draw up an overall plan
Learning profile? A for lesson. (include
combination? ideas for whole class
instruction)
Using a tiered system
describe differentiated
tasks.
How will you know that
your lesson worked?
156
158. DI TEMPLATE Pages
6-9
Planning Template – adapted from Tiered Differentiated Lesson
Strickland
Subject:
Grade:
Purpose of the unit: Who are the students in your class? What are their specific
needs?
Standards: How do they vary in their skills, interests, etc.
KUD (Know, Understand, Do):
What will I differentiate? How will I differentiate?
Lesson plan: Gifted and Talented Students – activity
Near Grade Level Student – activity
Students who would struggle at grade level – activity
Additional Considerations/Details Did the lesson work?
158
160. REFLECTION –
HOW DOES IT FIT?
How do the strategies and ideas presented today fit with your
paradigm of catering for students with additional learning
needs?
Read the article:
Differentiated Classroom Learning – Reflection
Where is your school in terms of the differentiation journey?
What is the next step at your school?
How will it be implemented?
Discuss
160
163. COLLABORATION
Make time to meet
Identify individually
appropriate learning
outcomes
What are the
differentiation
needs? (instruction,
materials,
assignments?
IEP
Monitoring of
progress
163
Teachers are required to do more and more all the time. One of the major areas of change has been the request to assist and work effectively with all students – to be knowledgeable about Autism, Language Learning Disabilities, Emotional Disturbances, ESL, traumatised children, Dyslexia.On-going PD is essential.We also need to learn to manage out time even more effectively and to get rid of some things from our to do list – working with colleagues is a very powerful way of creating extra time.One of the major challenge for presenters is to ensure that the information presented today will be of relevance and to work out ways that you can use this information back at work. Often, we can get excited when we attend PD but when we return to school, it is often very hard to implement and not to get bogged down in the daily grind of work. There are so many demands on our time and as the education revolution unfolds, we have to remain sane, resilient, and adaptable.So while the giant minds are arguing about the next best thing, whether it be e5, or personalised learning, we as teachers have to face our students on a daily basis and ensure what we are delivering is effective and based on sound educational research.Today is an opportunity for me to share my 25 or so years of teaching, primarily students with additional needs and more recently as an education consultant working with teachers on differentiation and how to accommodate teaching and learning to the increasingly diverse school population.A couple of qualifiers, the work presented today is based on the research of some of the foremost educationalists in the field, there is a lot of disagreement and variability between experts and there are differences in statistics quoted. I have chosen statistics that most educationalists and researchers in australia would agree with (but we still need to allow for some variability).This is also not a presentation on brain function, although we will cover some of the basics of brain anatomy, this is also not a lesson on linguistics. Some of the terms used today may seem techinical and I have endeavoured to choose only the most relevant terms for today – further reading is recommended, and additional courses in phonics are certainly available, but today is not a course in phonics instruction.So, what is tody going to be about?
Conventional methods often failMany students with learning issues have average or above average intelligenceSpecific planning and intervention can make a differenceSome students with additional learning needs may require external assistanceSense of being overwhelmed, frustrated and disorganisedDifficulty following instructionsTrouble with visual or auditory perception of informationProblems with writing, test taking, homeworkAcademic difficultiesEffort and success often not connectedRef: David A Sousa “How the Special Needs Brain Learns”
Conventional methods often failMany students with learning issues have average or above average intelligenceSpecific planning and intervention can make a differenceSome students with additional learning needs may require external assistanceSense of being overwhelmed, frustrated and disorganisedDifficulty following instructionsTrouble with visual or auditory perception of informationProblems with writing, test taking, homeworkAcademic difficultiesEffort and success often not connectedRef: David A Sousa “How the Special Needs Brain Learns”
to accommodate the different ways that students learn - involves a hefty dose of common sense, as well as sturdy support in the theory and research of education (Tomlinson & Allan, 2000). It is an approach to teaching that advocates active planning for student differences in classrooms.
Differentiation is classroom practice that acknowledges the reality that students differ, and that the most effective teachers do whatever they can to engage all students in learning.Differentiation is a bit like an airport with passengers arriving from everywhere and traveling to different destinations.
“… a way of thinking about the classroom and acknowledging and honoring each student’s learning needs and maximizing each student’s learning capacity while developing a solid community of learners”
“… is responsive teaching rather than one size fits all teaching”
“… means that teachers proactively plan varied approaches to what students need to learn, how they will learn it, and how they will show they have learned”
“Differentiation is making sure that the right students get the right learning tasks at the right time.…differentiation is no longer an option; it is an obvious response.”Lorna M Earl, 2003
“shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.
“teachers take into account WHO they are teaching as well as WHAT they are teaching.“teachers accept that ALL students will move along the learning continuum as far and as fast as possible”
Responsive InstructionGood InstructionTeachers teaching a class of individualsTeachers using flexible methods MI and Blooms remain popular models for differentiation that most teachers are familiar with – we won’t be spending time on those models today but it is important to acknowledge the influence of these modelsBlooms has been around for over 50 years (1956) and has been revised in 2000 and improved – very simply, the levels at the base of the pyramid are the prerequisite knowledge and skills – the higher levels are for analysing, evaluating and creating. The aim is to motivate teachers to design units of work that use all of the sections of the pyramid.In terms of MI – we all have strengths in different intelligences – focusing and planning with these activities in mind may result in a wider array of educational activities in the classroom and teachers can use them in planning lessons.What MI highlights is that students seem to learn in highly diverse ways and these different ways of learning offer teachers an opportunity to build instructional activities that involve a number of varied capabilities.It is highly likely that expanding the range of educational activities may very well result in enhanced learning.
Traditional teaching… like the “Bowling Theory” – shoot down the middle and see how many you can hit…
It is not… individualized instruction with separate lessons for each student
Differentiation is:Variation in content process and product based on teacher attention to student differences in interest learning profile and readinessVaried groupings of students dependent on thoughtful consideration of learning goals and student characteristicsProactive response to student differences as often as possible though reactive response is also importantDifferentiation is not:A brand new way of teaching IEP’s for every studentTracking or ability grouping Constant group workAllowing students to work only in preferred ways on preferred topicsOccasional variation in teaching style or level of questions asked of individuals
“Add water and stir” solutionThat complex challenges rarely have simple solutionsTeachers are both teachers and learnersEvery teacher can become better and better at effective instruction of academically diverse populationsClassrooms are diverse and will continue to diversify furtherThere really is no choice but to embrace and implement differentiationIf we want productivity, fairness, high standards, we need to diversify, we need to be flexible and this means creating a range of opportunities for success and modes of teaching
Teaching is TellingTeacher is the teller (sage on stage)Learning is repeatingCurriculum is coverageStudents are unmotivated and dependentClassroom management synonymous with controlAssessment should happen at the end of large blocks of teachingGrades “separate the sheep from the goats”
Many teachers feel poorly equipped for the challenge of diversified classrooms. Inclusion has become the norm and there is really no going back.
If you were a student with a learning difference which classroom would suit you better and why?
ContentProcessProductsLearning EnvironmentReadiness – what student knows, understands and can do today – their attitude toward school or topicInterest – is the great motivator – connect new learning with interestLearning Profile – learning style, IQ preference, gender and cultureTeachers can differentiate content process, product and environment …In addition, teachers need to consider 3 student characteristics as they put together curriculum and instructionTeachers can do this through a range of instructional strategies; for e.g., Multiple Intelligences, Interest Centers, Tiered Lessons, Varied Texts, Taped Materials …
This is the learning content teachers want students to master.Content can be state approved curricula, in scope and sequence charts, in state or national standards, or in the curriculum material itself.In most cases the teacher will not be able to control the specific content that must be covered but he or she will have control over how to modify that content for presentation to the students based on the learning styles of the students and in that modification process, some content will be emphasised more than other material.
The learning process involves how the student interacts with the content, and those learning interactions will in part be determined by the various learning preferences of the students (eg VAK)Because of the diversity of learning styles and preferences demonstrated by students today the differentiated classroom will typically involve a wide array of activities to address the different learning needs of everyone.These learning processes may include some of the following:Activating the learning – the introductory activities that focus on the material to be learned related that material to previously mastered material, let the student know why the material is important, and describe what students should be able to do once they learn.Learning activities – involve the actual instructional activities for the students such as modelling, rehearsal, educational games, movement Grouping activities – both individual and group oriented learning activities should be planned as part of the learning process
The differentiation of product will be of paramount importance because demonstrations of learning allow the teacher to determine the students who have mastered the material and those who may need more time and continued instruction.Again, the learning styles of the students in the class will help to determine what types of products the teacher may wish to accept as demonstrations of learning.In a differentiated learning classroom, it would not be uncommon for a given unit of instruction to have 4 or 5 different types of culminating projects that students may choose in order to demonstrate their knowledge of the topic. Art projects, mini role plays, library or web based research, multimedia projects, paper and pencil projects, written reports, oral reports, all represent excellent projects that students may complete to demonstrate their knowledge.
Tests are one form of product – but not the only one. Tests should not simply be a regurgitation of information but demonstrate capacity to use knowledge and skills. Flexible test taking options: taped answers, test questions read to them, extra timeHandout – a few ways in which teachers can differentiate products in response to student readiness, interest and learning profileA teacher who uses DI will constantly modify his or her classroom organisation, curriculum, instructional methods and assessment procedures to address the individual learning needs of the students in the class.A teachers relationship with and knowledge of the students in the class will be the basis for the differentiations in instruction and so the relationship between the teacher and the student is critical.It can be argued that a solid relationship with a knowledge of the student’s learning styles and preferences can provide an effective basis for DI. (Marzano)
Ideas:Open book testsOral tests versus writtenHaving a readerHaving a clarifierHaving a scribeNot penalising spelling or grammar errorsMultiple choice – provide only one or two optionsWord questions in the positivee.g. Which one is correct vs. Which one is incorrectAllow props e.g. calculators, tables chart, spell checkers, word processorsStudents must know what they are allowed to take in with them e.g. dictionaryIf appropriate, allow student to not take the test, rather than ‘dismal failure’Explain some of the terminology or use simpler vocabulary Not imposing time limits i.e. student must complete what they canMark the test out of the questions answered, rather than out of the total number of questions
Students need to feel safe and secure at school – both physically and emotionally and feel that they belong.Ways teachers can support the affective climate of the classroom:Modeling respectTeaching about respectHelping students understand and appreciate commonalities and differences among students
Why Manage Emotional States?Eric JensenNegative states and disengagement contribute to lower cognitive performance (Matthews et al. 2002)• Positive states improves performance on many cognitive tasks (Ashby, et al. 1999)• Young children's feelings about school improve and students felt more competent when engaged (Valeski & Stipek 2001)• A wide body of evidence suggests that when students feel good about the teacher and learning, achievement rises.
The Brain hungers for Meaning – looks for patterns, resists meaninglessness. Retains information that is “chunked” i.e., information that is organized around categories and ideas that increase the information’s meaningfulness. Brain seeks to connect parts to wholes, and we all learn by connecting something new to something already understood.
Brains respond to information that carries deep meaning, is life shaping, relevant, important and that taps into EMOTIONS.
Humans Learn Best with Moderate Challenge – if the task is too demanding the learner feels threatened and “downshifts” into protection mode, therefore is likely to not attend, and may become disruptive and may lose motivation to learn. On the other hand, a task that is too easy will shift the brain into “relaxation mode” suppressing thinking and problem solving and may also lose motivation to learn. Tasks must be adjusted to each student’s appropriate level and must escalate in complexity and challenge as students become more proficient.
Prepares them for changes of environment or task, upcoming excursion etcUses their passions/interests to motivate them with assignments e.g. relating football to weather in SOSEWorks with their strengths Monitors their anxiety levels and reduces stressHas a realistic expectation of social and academic demandsWho uses the “Must Know, Should Know, Could Know” model Has a realistic expectation of homework Promotes independence and self-esteemGives constructive praise and criticismDoes not take anything personallyThe use of visual strategies, schedules, signs, social stories etc is highly recommended.Visual supports can be used to :help and enable the student to understand show what is required show what will happen (e.g. timetables) support communication including making choicesencourage independence provide reassuranceshow feelings, emotionsteach social skillssupport development of appropriate classroom behavioursprovide reward systems.
A picture is worth a thousand wordsVisualising and Verbalising (Nancy Bell)Mind-mapsVisual schedules/timetablesPresent an outline of the lesson visuallyRepeated visual exposure Provide hand-outs versus note –takingRepresent time or size of task visually to decrease anxiety
Complex information can be explained more easilyScaffolding can assist LD students
There are many concepts that can be confusing because of their close relationships. The Frayer model provides students with the opportunity to understand what a concept is and what it is not. It gives students an opportunity to explain their understanding and to elaborate by providing examples and non-examples from their own lives.How to use it:1. Assign a concept that might be confusing because of its relational qualities.2. Explain the Frayer model diagram.3. Model how to fill out the diagram.4. Provide students with time to practice with assigned terms.5. Once the diagram is complete, let students share their work with other students. Display students' diagrams as posters throughout the unit so students can refer to the words and continue to add ideas.
There is no one right way to take notes in class. One effective note-taking system is called The Cornell System, which was designed by Walter Pauk, emeritus, at Cornell University. To use this system you will need a large loose-leaf notebook. This allows you to insert class handouts, rearrange notes easily, or remove notes to spread them out and study. To learn more about this note-taking framework read Chapter 5 in Pauk's book, How to Study in College, 5th Edition.Page LayoutThe distinguishing feature of the Cornell system is the layout of the page on which you take your notes. The page layout includes large margins on the left and bottom of the page. A picture of this layout (not to scale), with dimensions, is shown below. Cue (Recall) ColumnThe space to the left of the vertical margin should be reserved for a cue (or recall) column. You should not write in this area during the lecture, while you are taking notes. The cue column is not created until you review your notes (which, ideally, you do as soon after the lecture as possible, and certainly before the next lecture). As you study the material in your notes, you should devise questions which the notes answer (think "Jeopardy"). These questions are the "cues" that should be written in the cue column. By writing questions, you are forced to think about the lecture material in a way that clarifies meaning, reveals relationships, establishes continuity, strengthens memory, and attempts to predict test and exam items.The SummariesThe area below the horizontal margin near the bottom of the page should be reserved for a summary of the notes on that page. A summary is brief -- at most, only a few sentences. The page summary provides a concise review of the important material on the page. More importantly, in writing a summary, you are forced to view the material in a way that allows you to see how it all fits together, in a general sense. The summary should be written in your own words... helping you to own the information.Note-Taking AreaThe space to the right of the vertical margin is where you actually record your notes during the lecture. Pick a note-taking format with which you are comfortable -- there are no hard-and-fast rules for this aspect of the Cornell system. However, you should not attempt to transcribe verbatim every word spoken by the instructor. It is usually not difficult to separate the essential material from the non-essential. For instance, if information is written on the blackboard, it is probably important enough to include in your notes. To avoid missing information during the lecture, you should develop a system of abbreviations you understand, and you should write in telegraphic sentences (where you only include enough words to carry the essential meaning) or similar shorthand that is often used in cell phone text messages. As you take notes, realize that your emphasis should be on the key ideas, rather than the actual words used to convey those ideas.
DNS Speech recognition software
Designed and built based on user research and the latest technologies to give you the freedom to read what you want, where you want. The Intel® Reader transforms printed text to the spoken word. It combines a high-resolution camera with the power of an Intel Atom™ processor. Read on the spot, or store text for later listening. Easy-to-use buttons, audio and visual navigation, and straightforward menus keep things simple. Weighing just over a pound and about the size of a paperback book, the mobile Intel Reader can be used at school, work, home, or on the go. Versatile enough to play MP3, DAISY* books, and text transferred from a PC, the Intel Reader can also be used with the Intel Portable Capture Station to make it easy to scan, convert, and store multiple pages from a book or magazine. The Intel Reader is the result of the real-life experiences, coupled with decades of technology innovation and the commitment of Intel-GE Care Innovations™ to proactive healthcare and wellness.
They also offer consultancy services
EduAppsMyStudyBar: BETT Finalist 2011What is EduApps?EduApps is an initiative developed by the JISC Regional Support Centre Scotland North & East and consists of eight useful software collections that are free for you to download and use. The EduApps Family covers a range of user requirementsto support teaching and learning, so just choose the one that's right for you.The EduApps Family -just use it, give it, share it – all for free.AccessApps, provides a range of solutions to support writing, reading and planning, as well as sensory, cognitive and physical difficulties.TeachApps, is a collection of software specifically designed for teachers or lecturers.LearnApps, as its name implies, is specifically designed for learners. All learners or students can benefit from LearnApps.MyStudyBar, is our most popular program, providing a suite of apps to support literacy.MyVisBar, a high contrast floating toolbar, designed to support learners with visual difficulties. MyAccess, a portal to all your favourite and accessible applications providing inclusive e-learning options for all. Create&Convert, is our new kid on the block, designed to help publish accessible information for all.Accessible Formatting WordBar, create accessible Word documents with ease using our innovative WordBar.All EduApps collections can run from a USB pendrive plugged into a Windows computer. Therefore, they offer a portable, personal solution - with you wherever you go.
MyStudyBar puts a whole range of individual and essential tools at your fingertips. Together, these have been designed to support the complete study cycle from research, planning and structuring to getting across a written or spoken message. MyStudyBar has 6 sections; each has a drop down menu offering personal choice, flexibility and independent learning, particularly for those learners who require additional strategies to support their learning. With over 15 apps to choose from, MyStudyBar is the perfect study aid. You can use MyStudyBar straight from a USB stick (if, for example, you are using a machine that is not your own) or you can install it directly to the desktop. (Technical staff in colleges or universities also have the choice of installing it on the network for everyone to use). However you choose to use it, MyStudyBar pops up on your screen like this:
Instead, the classroom teacher, special educator, and paraprofessionalshould meet to plan how to include the student with a disability ingroup lessons and to identify individually appropriate learningoutcomes that are clearly understood by all team members. Next, theteacher and special educator can determine the student's need fordifferentiated expectations, instruction, materials, and assignments, aswell as ways in which the paraprofessional can help implement suchdifferentiation. Educators may also consider modifying their school'sservice delivery practices so that paraprofessionals, especially insecondary schools, are assigned to a limited number of subjects inwhich they can gain content proficiency.