the regular classroom basic skills development academic language development english learners gifted...
Post on 21-Dec-2015
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Students withDisabilities
Gifted & TalentedLearners
English Learners
AcademicLanguage
Development
Basic SkillsDevelopment
The RegularClassroom
Easier said than done . . .
DifferentiationA teacher process to modify teaching methods, learning activities, assessment & student products according to the diverse population of the classroom
What do teachers really say and do about differentiation?
Adapting instruction for individual learner needs draws attention to student differences
“It’s not my job” “What? There are differences in learner
needs?” Don’t know how to modify curriculum Adapting instruction for learner variance
sounds great but it’s not feasible More likely to plan for whole-class instruction
Downside experiences of some teachers :
Modifications were improvised or reactive Too much to cover made modifications ineffective Modifying materials, changing instructional
strategies, making long range plans, and adapting assessment/grading criteria too overwhelming
Unable to address ways culture and race impact student interest and learning preferences
More challenges …
Most gifted students receive no differentiation in the classroom
Dually identified more likely to be negatively perceived by teachers and peers
Modifications more likely to focus on deficits than strengths
Differences viewed as problematic
From Mehlinger, 1995 . . .
“Most teachers teach every child the same material in the same way, and
measure each child’s performance by the same standards…. Thus,
teachers embrace the value of treating each child as a unique
individual while instructing children as if they were virtually identical.”
What have we learned?
That instruction responsive to student readiness, interest, and learning profile stands the best chance for successful differentiation.
That teachers need to reconstruct their understanding of how students learn, how learning varies and how students should be taught.
That consistent, reflective, proactive teacher attention to differentiation makes the difference.
That teachers can’t do it alone. They need each other and they need the support of leadership.
Differentiation Strategies
The web links to the strategies that follow represent some, but not all, of research-based strategies that work for differentiation. You should pick and choose those strategies that best support your lesson’s success
Web Links to Differentiation Strategies
Assigned Questions Author's Chair Balanced LiteracyBloom’s Taxonomy QuestioningBook TalksBrain-Based Artistic ApproachesBrainstorming Case StudiesCategorizing Cloze ProcedureConcept AttainmentConcept Formation Concept MapsCooperative LearningDebatesDidactic QuestionsDiscussionDrill & Practice Focused Imaging Graphic OrganizersGuided & Assisted ReadingGuided Reading & Thinking
Interactive JournalingInquiryIntegrating the ArtsInterdisciplinary ApproachJigsawJournal Writing K-W-L Learning ContractsLearning LogsLectureLiterature CirclesMind MappingOratory, Public Speaking and Speech Writing Picture Books and Illustrator Studies
Picture Word Inductive Model (PWIM)Quick WritesRAFTRead AloudReading for MeaningReaders' Theater
Reciprocal TeachingReflective DiscussionResearch ProjectsResponse JournalRole PlayingScaffoldingScience FairsScience OlympicsSimulationsStory MappingStorytellingStructured ControversySynetics Think AloudsThink, Pair, Share Visual Imaging WebbingWebQuestsWord WallsWriting to Inform
A number of online resources provide assistance and strategies for instruction for English learners, students with disabilities and advanced learners:
English Learner Initiative:http://csmp.ucop.edu/csp/initiative.html
SDAIE Handbook: Techniques, Strategies, and Suggestions for Teachers of LEP and Former LEP Studentshttp://www.csupomona.edu/~tassi/sdaie.htm
Inclusion Strategies for Students with Disabilitieshttp://www.as.wvu.edu/~scidis/sitemap.html
Multiple Links to Programs for High Ability Learnershttp://www.ericec.org/gifted/gt-diges.html