teachingStyle

In This Issue:

We dedicate this semester’s issue to Differentiation

t

teachingStyleStaff:

Lindsay MacKenzieJohnny PicardoMelissa SmithAmanda TrippNatalie Udell

All Photography done by Johnny Picardo

2

t

Style Table of Contents:

Whats Hot In Education?..................p.4

Get the 411 on UDL............................p.5

Differentiation: Before & After........................p.8

Take OUR Test.........................................p.11

Advice from a Pro..............................p.14

3

Recently, Individuals with Disabilities Education Act (IDEA) celebrated its 35th anni-versary. IDEA has been protecting children with disabilities’ rights since 1975 when Education for All Handicapped Children Act was passed. The most current changes to IDEA occurred in 2004 when the law was updated to include more people first language. The goals of IDEA are to educate students with disabilities in the general education classroom as much as possible and to give students with disabilities the best education possible. Under IDEA, it is important for teachers to teach materi-als in different ways so that all students can reach their full potential. Teachers need to be able to adapt the material to different students needs and present it in different ways so that all students can have a deep understanding of the content. Pos-sible methods for differentiating instruction for diverse classrooms include using multiple sensory systems when presenting the information as well as when assessing the student’s knowledge. The students that fall under IDEA would be best helped by including their interests in the curriculum; having a consistent classroom schedule; and using a variety of visual, auditory, kinesthetic, tactile, af-fective, and technological forms of representation. Also under the IDEA, collaboration with parents is becoming more of a necessity. Teachers need to communicate with parents update to students’ IEP plans, upcoming tests, and clear expectations for how to best help the student.

In other news, co-teaching has become the new trend in education. It has been growing in popularity for the last few years and is one trend that will be sticking around for a while. Co-teach-ing involves two teachers working collaboratively to aid in the needs of all students. The first teacher is the content specialist who knows the curriculum and what it is that the students need to under-stand. The second teacher is the strategy specialist who suggests instruction and assessment methods that will best help diverse learners. With two heads working together, differentiating instruction comes easier. Students can be split into small groups for station teaching or parallel teaching allowing more time for the use of visual, auditory, kinesthetic, technology, or affective teaching. For example, in a social studies unit teachers could set up sta-tions where students act out The Boston Tea Party, debate England versus the colonies, play computer games to review facts about the time period, and work in small groups with a teacher to share infor-mation. Co-teaching opens up many opportunities for all students in the classroom, gifted, middle of the pack, and struggling, to grow in their under-standing and become successful students.

What’s HOT in Education?

Confused about laws? We can help!

“The goals of IDEA are to educate students with dis-

abilities in the general edu-cation classroom as much as possible and to give students with disabilities the best ed-

ucation possible”

4

Do you want to make your classroom an equal opportunities zone? Do you want to include every student in instruction and assessment to ensure you are assessing real understandings? For most teachers the answer to this question is, “Yes absolutely, but how?” To assist teachers in transforming their classroom, Teaching Style has created various graphic organizers. These will help teachers understand the relationship between the systems involved in UDL and how they lend themselves to differentiation. To begin the crash course on UDL and differentiation it is important to understand the vocabulary (listed below).

Pictured above are both definitions of UDL and Differentiation. The definitions are pictured inside the arrows which are pointing towards each other. The arrows are facing each other because UDL supports  

UDL  is...  a  learning  approach  that  designes  curriculum  materials  and  activities  to  match  learner  

strngths  and  needs,  resulting  in  learning  goals  achieved.  

Differentiation  is...  proactive,  student  centered,  

rooted  in  assesment,  multiple  approaches  to  content,  process,  and  

products.  

Universal Design for Learning Supports Differentiated Instruction

5

If this method does not seem to be working for you, it may not fit your learning style. Another way to think about the three-part system is as a funnel. Each system “mixes together” to end with a finishing product of UDL. Again, note each system is associated with a color.

Affective  System  

Recognition  System  

Strategtic  System  

Now that the basics are down, teachers should understand the different brain systems that are incorporated into UDL. These systems make up a three-part framework that was developed from brain based research. There are two graphic organizers that can be utilized to understand the framework systems. The first one shows UDL as the main or “large” circle. The three small circles represent the recognition system, strategic system, and affective system. They come off of UDL because they are the three “branches” that comprise the whole, UDL. Also, each bubble is a different color representing each different stage. This can be helpful when trying to recall each stage, ex: recognition system is green. Finally, the circles are in order of instruction. Thus, first you hook your students (affective system) then the material is presented (recognition system) and finally understanding is assessed (strategic system) (see below).

6

Next, now that knowledge of what UDL is, what differentiation is, and the framework of the three systems, we are able to look at what each system does. Below is a graphic organizer which states what each system is and what it does. Again the systems are color coded to help recall the information more fluently.

In this article, here are aspects of UDL incorporated. In the formatting and presentation of the article you can see the recognition system incorporated. For example, different colors consistently represent different systems. (Ex: affective system is blue, recognition system is green, strategic system is orange, and UDL is maroon.) Also, in the text these words are highlighted in the same colors. Another example of presentation is the different means of representing info seen in the funnel and bubble chart. Thus, the information is represented in two different means for visual and more literal or mathematical learners. The affective system is seen in the beginning of the article which begins with relevant, engaging questions. The article is targeted at teachers, thus it directly states uses and real life applications of UDL in the teachers classroom. And finally, in the section below different means of assessment, touching on the strategic system is provided. All readers are asked the same question but offered their own way to show their knowledge.

TEST YOURSELF. Show your understanding of UDL and its relationship with differentiation by any means. You could write a paragraph, draw a diagram, say it aloud, draw an example, or any form you feel most comfortable with.

7

Providing limited class participation or involve-ment can make class dull and not engaging.

Allowing for kinesthetic involvement can help students actively learn concepts.

Peer teaching is a great differentiation strategy which can help improve the self-effica-cy of advanced learners.

Differentiation: Before & After

8

Presenting information in different ways, such as graphic organizers rather than infor-mation packed slides, supports recognition systems in the Universal Design for Learning.

Homogeneous reading material may not fit all student interests or reading levels.

One way to differen-tiate is through var-ied student interests. Be sure to find out more about your stu-dent’s passions perhaps through a literature interest inventory. It is important to note that emphasizing choice based on reading level, rather than interests, only futher excludes learners.

9

Recording directions can be an adaptation of test questions and instructions to help distractibility.

Minimizing distractions in the testing environment can help learn-ers, who may be struggling with attention, to focus.

10

As teachers, it is our responsibility to provide our students with the classroom environment that is most conducive to their learning needs. While this encompasses many qualities, one of those aspects is the least restrictive environment (LRE). LRE is more than just a place; it is a concept. In basic terms, the LRE means that “students with disabilities should be educated in the setting that most closely approximates the general education classroom and still meets the unique needs to the individual” (Gargiulo & Metcalf, 2010, p. 5). By tak-ing this quiz, you will not only discover more about exactly what LRE is and means, but you will have a better idea of how effective you are at determining the proper LRE for your students.

Questions:

1. LRE is a principle of which piece of legislation? a. Individuals with Disabilities Education Improvement Act (IDEIA) b. No Child Left Behind (NCLB) c. Individuals with Disabilities Education Act (IDEA)

2. Who decides what the proper LRE environment? a. The teacher makes the decision based solely off of her own observations of the student. b. The student’s multidisciplinary IEP team determines the LRE. c. In order to promote student involvement and independence, the individual student chooses his or her own LRE.

3. Which of the following is the least restrictive environment? a. General education classroom with direct educational services provided b. Private school day program c. Self-contained special education classroom

4. Which of the following is the most likely LRE for a student with a severe disability? a. Home based program b. Resource room services c. Self- contained special education classroom

LRE QuizAre you providing the least restrictive environment for your students?

Take this quiz and find out!

11

5. Which of the following is not considered when making an LRE decision? a. The amount of interaction the student is having with peers in the general education classroom. b. The LRE decisions that were made with previous students with similar challenges or dis abilities. c. The effect on the other students of the student’s presence in a general education class room.

6. You believe that a student in your classroom has shown signs of needing to be in a different educational environment. Your first move would be to: a. Form an IEP team to make the decision about what the student’s LRE is. b. Move the student to a full time special education classroom. c. Explore intervention options for your student in your classroom. 7. Susie is a student in your classroom who has a mild learning disability and works with an aide in the classroom for part of the day. You just learned that Billy, another student in your class, has been diagnosed with a similar learning disability. What do you know about Billy? a. You definitely need to arrange for him to work with the same aide as Susie because of their similar learning disabilities. b. Because his diagnosis is more recent, he will need more assistance in the classroom than Susie does. c. You can’t assume anything about Billy’s LRE based on Susie’s LRE because all LRE decisions are made on an individual basis.

8. The purpose of providing the ideal LRE for each student is: a. To provide them with the most opportunities to succeed within the best learning envi-ronment for that individual. b. To allow each student with disabilities to have the maximum contact with peers within the general education classroom as possible while meeting their individual needs. c. Both a and b.

9. Why should students in the general education classroom be considered when making and LRE decision about a student with special needs? a. They shouldn’t be considered. b. Because they may suffer if the student with special needs takes up too much of the general education teacher’s time and energy. c. Because those students may be able to proved insight about what that student’s LRE is. 10. Which of the following is a crucial determiner of a student’s most appropriate LRE? a. The need of the individual student. b. The student’s disability. c. Previous teachers’ opinions of the student.

12

Correct Answers (Give yourself one point for each correct answer):1. c.2. b.3. a. 4. a.5. b.6. c.7. c.8. c.9. b.10. a.

How did you do?

8-10 Points: LRE MasterWow! You clearly understand the concept of the least restrictive environment and know that each student’s LRE is determined on a case-by-case basis, taking into consideration the needs of each individual student. You probably have some very valuable information to add to the IEP team’s considerations when they determine the LRE for one of your students.

5-7 Points: LRE Master-in-TrainingYou have some basic understanding about the least restrictive environment, but you need a little more review to truly be able to best help your students. Try consider-ing different interventions for your students in the general education classroom, like using supplementary aids and services, to provide their LRE. Additionally, when try-ing to determine a student’s LRE, you can consider both academic and non-academic benefits of a student either remaining in the general education classroom or receiv-ing help in one form or another.

0-4 Points: LRE BeginnerYour understanding of the least restrictive environment is not nearly sufficient enough to effectively run a classroom. You need to familiarize yourself with this concept so that your students with disabilities can be educated as much as possible with their peers in the general education classroom. It would be best if you famil-iarized yourself with the continuum of environments with various degrees of re-striction so you can better understand the options for your students.

13

Q: Ms. Tripp,

I am a third grade teacher who wants to begin differentiating instruction. My students are won-derful and varied in their interests and abilities. Three of my students are involved in the Gifted and Talented program at our school; they are continually striving to be challenged. A few of my students could be considered “average” in terms of their academic performance, but I know that they can handle a challenge and would love the chance to utilize their strengths. Another group of my students have ADHD, with varying symptoms/behaviors, of course. One of them has trouble starting assignments, frequently staring out of the window or anywhere besides at the assignment. Another, a female, is very quiet and a little spacey. These students need a structured environment that I might not be able to provide if I’m trying to challenge my other students. Then there are the two enchanting students who are within the Autistic spectrum. One has Au-tism and the other Asperger Syndrome. Lastly, a new student suffers from Dyslexia, causing him to have extreme trouble with spelling. I want to try a math lesson using measurement. This might tie nicely into science where we are learning about weight, area, length, volume, etc. Can you help me out?

- Mrs. Coley, 3rd Grade, Tionesta, PA.

A: Compassionate Mrs. Coley,

Let’s start with a PA math standard concerning measurement:

2.3.3A. Compare measurable characteristics of different objects on the same dimensions (e.g., time, temperature, area, length, weight, capacity, perimeter).

This would also cover the National Math Standard where students in grades 3-5 should “un-derstand such attributes as length, area, weight, volume, and size of angle and select the appro-priate type of unit for measuring each attribute” and “understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems.” (http://standards.nctm.org/document/chapter5/meas.htm)

The next three pages include things to keep in mind when planning your math lesson.

Talking Points With

Ms. Tripp

14

Talking Points With Get to know your students.

I’m sure you’ve done this already, however it is an important point to note. It is important to understand your students’ backgrounds, interests, strengths, and weaknesses. Conducting an interest inventory can do this, allowing you to match up student interests with portions of the curriculum. If a student has a disability, learn about it. I see that you recognize that each student with a disability will exhibit different behaviors because they are individuals. That is such a vital point to grasp!! Read your students’ IEPs or 504 Plans. Talk to their parents. It is important to foster a relationship with the parents in order to best help each student.

All students have different learning preferences.

It’s important to have a visual component as well as an auditory and tactile/kinesthetic com-ponent. Say you start out the lesson with different objects for the students to measure. Per-haps these objects will have varied textures and shapes. Then you could provide a chart for the students to put data into, a visual that could also aid organization. Perhaps the students could discuss what each measurement term (volume, length, area) means according to their findings. Another aspect to consider is that some students work well in a large group setting, while other students may feel more comfortable working with a smaller group of individuals.

All students will benefit from starting at the basics and then building up to the more challenging information.

This could take the form of starting with simpler information and working up to more compli-cated material. In this case, you could start with concrete information (such as working with manipulatives or physical items) and then moving on to the abstract (equations for volume, length, area). In this way, you students will be able to connect the numbers and equations to real life situations.

Structure is a good thing!

I know that you want to lower the amount of structure in order to present your students with a challenge. It is important to allow students some room to exert their independence. However, you must build up to this point! Start by teaching your students the skills necessary to work independently and then move on to structured independence (time lines, self-evaluation, etc.). In addition, some students thrive with structure. This includes those with Autism and Asperger Syndrome as well as all types of students who will be able to develop independence skills with-in their own time frame

15

Discover your resources.

As I stated before, remember to see parents as resources and as allies! Could you utilize a spe-cialist or even have another teacher help you out during the lesson? Some students are entitled to special services based on their IEPs or 504 Accommodation Plans. In addition, imagine the possibilities offered by collaborating with another professional! As I stated before, students will have preferred learning environments. Some will work better in small groups or one-on-one. With the help of another teacher, you could try station teaching (perhaps broken up by inter-est), alternative teaching (some with the whole class and others in a smaller group), or parallel teaching (breaking the class up in half). I understand this might not be a possible option for you. Perhaps see what other teachers in your school are doing, maybe teachers that have worked with your students before. Even if they can’t be a direct help, help in the form of some reliable infor-mation is great too!

Sense your own biases and limits.

I’m not saying you have anything against your students. In fact, I can tell that you care about them and really want to provide all students with the opportunity to succeed. Just remember to be reflective and know what you are capable of doing. If you don’t complete the perfect dif-ferentiated lesson, it’s not the end of the world. All I’m saying is don’t let the goal of absolute differentiation get in the way of doing your best to make the best possible learning environment for the students. Implement some of these things if it fits your time frame, your comfortability level, etc.

Now that we’ve got a few important things to keep in mind, let’s think about what things would help each of your students with their diverse needs! Students Who Strive to Shine

Some of our students are searching for a challenge. They may be a little ahead of their class-mates academically, socially, and/or emotionally. However, make sure they aren’t trying to take on too much. Perfectionism can be crippling. Give your advanced students opportunities to shine. Perhaps for your math lesson you can break your students into groups where your advanced students can help those who are struggling. Perhaps provide different tasks to each group member to let them express their strengths.

Middle Mangers

Your “average” students may not feel challenged either, as you pointed out. Find out more about these students, their interests and strengths. If you provide tasks to your students, try to relate them to their different strengths. Try to challenge all of your students; expect them to reach greater heights and you will be surprised how far they can go!

16

Dazzling Daydreamers

Your students with ADHD can succeed with a little bit of structure. Remember to clearly state directions; it would be a good idea to state the directions and have them written as well (ei-ther on the board or on an assignment sheet). They too will benefit from having a delegated responsibility. Having your students be actively involved in a group will hold their attention, especially if you give them a hands-on task like directly measuring length, volume, and area. If one of your students is a little quiet, encouraging them to open up little by little will show them they can speak up without fear of being judged. Foster an environment that is accepting of all responses.

Routine Researchers

Routine here will be key. Even if you want to switch some things up, make sure your students who have ASD know what is going to occur. Keep a schedule up in your classroom. Perhaps provide your students with their own personal checklists so that they can monitor things getting done throughout the day. Have some resources on hand to help them if they get upset. In addition, if you want to put your students in groups for this lesson help your students with ASD to feel comfortable. It might be a good idea to give the student a task like Re-porter, a person who asks the group questions about the activity in order to share findings with the class. This will help them understand how to start conversations and interact with other students.

Phoneme Pursuer

Your student with Dyslexia is coping with his Learning Disability as well as being new to your class and your school. For this lesson, my suggestion is to go over some vocabulary words at the beginning. If your student can see words written and sounded out, it will help him understand the connection between letters and sounds. The vocabulary words can be related to other words they have seen before in terms of letter sounds. For example, “length” can be related to “bath” in terms of the “th” sound. I would adjust this based on some spelling errors your student is making. It’s important to build your student’s vocabulary so that he will be able to recognize these words when he is reading. This will aid fluency and comprehension. Additionally, when reading the directions have the students read along so that the student can equate the way words sound with how they are spelled. It will also prevent some confusion!

I hope some of these insights and tips will be helpful!! If you are looking for more help, try “How to Differ-entiate Instruction in Mixed-Ability Classrooms” by Carol Ann Tomlinson. This is one of my resources that I’ve found incredibly helpful!

17

t

Sources:

Class Notes

Class Worksheets

Gargiulo, R. M., & Metcalf, D. (2010). Teaching in Today’s Inclusive Class-room.