the regular classroom basic skills development academic language development english learners gifted...

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Students with Disabilities Gifted & Talented Learners English Learners Academic Language Development Basic Skills Development The Regular Classroom

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Page 1: The Regular Classroom Basic Skills Development Academic Language Development English Learners Gifted & Talented Learners Students with Disabilities

Students withDisabilities

Gifted & TalentedLearners

English Learners

AcademicLanguage

Development

Basic SkillsDevelopment

The RegularClassroom

Page 2: The Regular Classroom Basic Skills Development Academic Language Development English Learners Gifted & Talented Learners Students with Disabilities

Easier said than done . . .

DifferentiationA teacher process to modify teaching methods, learning activities, assessment & student products according to the diverse population of the classroom

Page 3: The Regular Classroom Basic Skills Development Academic Language Development English Learners Gifted & Talented Learners Students with Disabilities

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

Page 4: The Regular Classroom Basic Skills Development Academic Language Development English Learners Gifted & Talented Learners Students with Disabilities

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

Page 5: The Regular Classroom Basic Skills Development Academic Language Development English Learners Gifted & Talented Learners Students with Disabilities

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

Page 6: The Regular Classroom Basic Skills Development Academic Language Development English Learners Gifted & Talented Learners Students with Disabilities

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.”

Page 7: The Regular Classroom Basic Skills Development Academic Language Development English Learners Gifted & Talented Learners Students with Disabilities

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.

Page 8: The Regular Classroom Basic Skills Development Academic Language Development English Learners Gifted & Talented Learners Students with Disabilities

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

Page 9: The Regular Classroom Basic Skills Development Academic Language Development English Learners Gifted & Talented Learners Students with Disabilities

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

Page 10: The Regular Classroom Basic Skills Development Academic Language Development English Learners Gifted & Talented Learners Students with Disabilities

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