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Accommodations and Modifications: Differentiating Instruction and Promoting Staff Implementation in the Era of High Standards
Presented by:
Diana Browning WrightDiagnostic Center, Southern California
Diana Browning Wright, Teaching and Learning Trainings, 2005
But first, a word from our sponsors…
Diana Browning Wright, Teaching and Learning Trainings, 2005
Diagnostic CentersCalifornia Department of Education
Diagnostic Center, South 4339 State University Drive Los Angeles, CA 90032
(323) 222-8090 www.dcs-cde.ca.gov
SAN DIEG O IM PERIAL
RIVERS IDE
O RANG E
SAN B ERNARDINO
LO S ANG ELESVENTURA
SANTABARBARA
KERN(South & East)
M ONO
INYO
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TUO LO M NE
STANISLAUS
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CALAVERAS
AM ADO R
KERN(Nor th & West)
SANLUIS
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ALPINE
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SACRAM ENTOCO NTRACO STA
ALAMEDA
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NAPA
YO LO
DELNO RT E
SISK IYO UM ODO C
HUM BOLDT
TRINITY SHASTALA SSEN
TEHAM A
PLUMAS
M ENDO CINO G LENN
LA KE
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BUTT ESIERRA
NEVADA
PLACER
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M ONT EREY
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YUBA
D C N
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Diana Browning Wright, Teaching and Learning Trainings, 2005
Diagnostic Centers provide: Continuum of assessment services
for students with special needs Training and consultation to LEAs:
SELPAs, Districts, and County Offices of Education
Diana Browning Wright, Teaching and Learning Trainings, 2005
Who am I?
Diana Browning Wright, Teaching and Learning Trainings, 2005
And who are you?
Diana Browning Wright, Teaching and Learning Trainings, 2005
PENT? Cadre Members?
www.pent.ca.gov
Diana Browning Wright, Teaching and Learning Trainings, 2005
Today’s Agenda
Effective Differentiated InstructionWhat we know about instruction for all students—a 30 year summary
Review Terms & ConceptsAccommodationsModificationsDifferentiated Instruction
Diana Browning Wright, Teaching and Learning Trainings, 2005
Today’s Agenda (continued)
Practice Types of AccommodationsReview a case study
Discuss Nuances of Application and Implementation Barriers
Diana Browning Wright, Teaching and Learning Trainings, 2005
Self Study Materials
The Learning Strengths Project How to engage students in their accommodation plans
Input/Output Adaptations and Differentiated Instruction A review of what we NOW know about struggling learners
Write accommodation plans integrating what we know about teaching and learning
Diana Browning Wright, Teaching and Learning Trainings, 2005
To be able to “differentiate instruction” and plan
“accommodations or modifications,” we first must need know what
constitutes effective instruction!
Diana Browning Wright, Teaching and Learning Trainings, 2005
Introduction: Reviewing Advances in Research on Instruction
From a Pivotal Paper by:Barak Rosenshine
University of Illinois at Urbana
Diana Browning Wright, Teaching and Learning Trainings, 2005
I. Research on cognitive processing
II. Research on teacher effects, that is, studies of teachers whose classes made the highest achievement gain compared to other classes
III. Intervention studies in which students were taught cognitive strategies they could apply to their learning
The Most Important Instructional Advancements of the Last 30 Years
From three bodies of research discussed in J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
1. Findings from Research on Cognitive Processing:
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
The Importance of Well-Connected Knowledge Structures
Diana Browning Wright, Teaching and Learning Trainings, 2005
Knowledge Structures
Information in our long-term memory is stored in interconnected networks
A Well-Connected Network is important for processing information and solving problems: The size of these structures The number of connections
between pieces of knowledge The strength of the connections The organization and richness
of the relationships
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Well-Connected Network means:
Any one piece of information can serve to help retrieve the entire pattern.
Strong connections and a richness of relationships enables one to retrieve more pieces
of the pattern
When information is "meaningful" more points in their knowledge
structures to attach new information
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
What is Education?
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
A process of developing, enlarging, expanding, and refining our students' knowledge structures.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Importance of Well-Connected and Elaborate Knowledge Structures
Allow for easier retrieval of old material
Permit more information to be carried in a single chunk
Facilitate the understanding and integration of new information.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Three Important Instructional Implications
Need to help students develop background knowledge
Importance of student processing
Importance of organizers
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities. 11
Diana Browning Wright, Teaching and Learning Trainings, 2005
Enhancing Background Knowledge Background Knowledge helps studentsdevelop well-connected bodies of knowledge
Provide extensive reading, review, practice, and discussion Helps students increase the number of pieces of
information in long-term memory Organize those pieces Increase the strength and
number of interconnections.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
What do you need to know?
Diana Browning Wright, Teaching and Learning Trainings, 2005
Information Processing
Diana Browning Wright, Teaching and Learning Trainings, 2005J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
I. Cognitive Processing Research Findings:
All Teachers Must Support
All Students By: Providing for extensive reading of a variety of materials Frequent review and testing Discussion and application
activities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Opportunity to Process Information
Key for Achieving High Outcomes
New material is stored in the long-term memory when one processes it.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Opportunity to Process Information
Key for Achieving High Outcomes “Quality of storage” can depend on the "level of
processing." Examples: Highest: summarize or compare the material
in the passage rather than simply reading it.
Middle: read the passage and focus on its meaning
Lowest: read a passage and count the number of times the word "the" appeared
Diana Browning Wright, Teaching and Learning Trainings, 2005
How We Teach Makes A Difference!
Diana Browning Wright, Teaching and Learning Trainings, 2005
How We Teach Makes A Difference!
Diana Browning Wright, Teaching and Learning Trainings, 2005
Processing of New Material
Takes place through a variety of activities Review Comparing Contrasting Drawing connections
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Processing Helps Strengthen Knowledge Structures
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Processing asks students to: organize information, summarize information, or compare new material
with prior material
Diana Browning Wright, Teaching and Learning Trainings, 2005
Examples of Processing Activities Extensive reading of a variety of materials Explain the new material to someone else Write questions/answer questions Write daily summaries
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Processing Activities (continued)
Apply the ideas to a new situation
Give a new example Compare and contrast the new
material to other material. Study for an exam
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Understanding Is Especially Strengthened When:
The student explains, elaborates, or defend his/her position to others
“The burden of explanation is often the push needed to make him/her evaluate, integrate, and elaborate knowledge in new ways.”
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Help Students Organize Their Knowledge
Without direction, students might develop a fragmented, incomplete, or erroneous knowledge structure.
Teachers must help students organize the new material.
“Graphic organizers," are organizing structures for expository material
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Processing results in development of well-connected knowledge structures
Develop these by extensive reading and practice, processing new information, and organizing new knowledge
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
I. Cognitive Processing Summary
Diana Browning Wright, Teaching and Learning Trainings, 2005
II. Research on Teacher Effects
20 to 30 procedures studied, including: Use of praise Use of criticism The number and type of
questions that were asked Quality of the student answers Responses of a teacher to a student's answers
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Procedures by Teachers of High Achievers:
The “most- effective teachers” in studies: Begin a lesson with a short review of previous learning. Begin a lesson with a short statement of goals. Present new material in small steps, providing for student
practice after each step. Give clear and detailed instructions and explanations.
Rosenshine and Stevens (1986) in: J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Provide a high level of active practice for all students.
Ask a large number of questions, check for student understanding, and obtain responses from all students.
Guide students during initial practice. Provide systematic feedback and corrections. Provide explicit instruction and practice for
seatwork exercises and, where necessary, monitor students during seatwork.
Procedures by Teachers of High Achievers (continued)
Rosenshine and Stevens (1986) in: J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
The importance of teaching in small steps
The importance of guiding student
practice The importance of extensive practice, is
shared with the research on cognitive processing.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
II. Three Findings on Teacher Effectiveness
Diana Browning Wright, Teaching and Learning Trainings, 2005
Present New Material in Small Steps
Most-effective teachers -- taught new material in small steps; presented small parts of new material at a single time, and after presenting the material, guide students in practicing the material that was taught.
Least-effective teachers -- present an entire lesson, and then pass out worksheets and tell students to work the problems.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
It is not sufficient to present a lesson and then ask students to practice on their own.
Least-effective teachers with lowest student achievement present an entire lesson pass out worksheets tell the students to work the problems
Many students are confused and make errors on the worksheets.
Guided Student Practice
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Guided Student Practice
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
The most-effective teachers -- teachers whose classes made the greatest gains, -- teach differently.
Present only some of the material at a time, i.e., small steps
Then use guided student practice as a model, e.g. teacher works a few problems at the board discusses the steps out loud asks students to come to the board and work
problems then discuss their procedures others students see the modeling of problem
solving
Diana Browning Wright, Teaching and Learning Trainings, 2005
Teachers Guide Practice by:
CHECKING the answers of the entire class in order to see whether some students need additional instruction.
ASKING students to work together, in pairs or in groups, to quiz and explain the material to each other.
Timing: May occur when a teacher questions and helps a class with their work before assigning independent practice.J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
“Getting the Gist”
The Goal of Instruction and Cognitive Processing
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Gist Construction Errors
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Are attempts to be logical with weak background knowledge Without a knowledgeable “guide”-- danger
of student misconceptions! Solution: Limit development of misconceptions
by guiding practice after teaching small amounts of new
material with frequent checking for student
understanding
Diana Browning Wright, Teaching and Learning Trainings, 2005
Gist Construction Errors
Who Make Gist Construction Errors Most Frequently?
Billy Dolores Bruce
Diana Browning Wright, Teaching and Learning Trainings, 2005
“Humiliation Protection” Affects Coping Skills The number one step in effective support of students with learning differences/disordersThe student must feel entirely safe from humiliation and its lethal effects
excessive negative comments conspicuous negative
comments policies that openly expose or
stigmatize
Learning Strengths Project
Diana Browning Wright, Teaching and Learning Trainings, 2005
“Humiliation Protection” Affects Coping Skills Negative practices result in serious
complications behavioral motivational affective
…AND THEY DON’T WORK!
Diana Browning Wright, DCS 2002
Learning Strengths Project
Diana Browning Wright, Teaching and Learning Trainings, 2005
Guided Practice Instructional Strategy Matches Cognitive Processing Findings
During cognitive processing activities, designed by the teacher, the student organizes, reviews, rehearses, summarizes, compares, contrasts
“Most-effective teachers”—use activities to check the understanding of all, provide opportunity for processing for all
“Least-effective teachers” —ask a question, call on one student to answer, assume everyone learned the point
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Summary: Most-Effective Teachers
Present smaller amounts
of material at any time Guide student practice as students
worked problems Provide for student processing of the new
material Check the understanding of all students Attempt to prevent students from
developing misconceptions
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Most-Effective TeachersProvide Extensive Practice
Cognitive processing research’s conclusion - students need extensive practice in order to develop well-connected networks. Assure practice takes
place only after sufficient guided practice, students then don’t practice errors and misconceptions
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
“Cognitive strategies” defined: Guiding procedures to help students
complete less-structured tasks, e.g., reading comprehension and writing.
III. Intervention Studies on Teaching Cognitive Strategies
Students were taught cognitive strategies to apply to their learning
Diana Browning Wright, Teaching and Learning Trainings, 2005
“Well-Structured” Academic Tasks
Tasks can be broken down into a fixed sequence of subtasks with steps that consistently lead to the same goal.
Steps are concrete and visible.
A specific, predictable algorithm can be followed.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
“Well-Structured” Academic Tasks (continued)
Enables students to obtain the same result each time they
perform the algorithmic operations.
Taught by teaching each step of the algorithm to students.
Research on teacher effects helps us learn how to teach students algorithms they can use to complete “well-structured tasks.”
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Termed: “higher-level tasks” Examples: reading comprehension, writing, and
study skills cannot be broken down into a fixed sequence of subtasks and steps that consistently and unfailingly lead to the goal.
No fixed sequence as in “well-structured” tasks.
Can’t develop algorithms students use to complete these tasks.
Contrasting “Less-Structured” Tasks
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Devastating Conclusion of Research
“Little evidence of instruction of any kind was observed in the classes.”
What was/is happening? Teachers spend most of their time---
assigning activities, Monitoring to be sure the pupils are on
task, Directing recitation sessions to assess
how well children are doing Providing corrective feed back in
response to pupil errors.J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
What Wasn’t Observed or Was Seldom Observed?
Teaching in which a teacher presents a skill, a strategy, or a process to students,
Shows students how to do it, Provides assistance as they initiate attempts to perform the task Assures students they can be successful
How will this affect “adequate yearly progress”?
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
No Child Left Behind!
Diana Browning Wright, Teaching and Learning Trainings, 2005
What a cognitive strategy is NOT
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
A direct procedure
An algorithm to be precisely followed
Diana Browning Wright, Teaching and Learning Trainings, 2005
What a cognitive strategy IS
A guide that serves to support or facilitate the learner as s/he develops internal procedures that enable them to perform the higher level operations. Ex. Teaching students to generate
questions about their reading But, generating questions does not
directly lead, in a step-by-stepmanner, to comprehension.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
How the Cognitive Strategy of Generating Questions Works
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
In the process of generating questions, students must
search the text
combine information,
These processes serve to help students comprehend what they read.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Comprehensive Summary of Interventions
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
See Pressley et al. (1995) for: Intervention studies-in reading, writing,
mathematics, and science,
combined with
description of the cognitive strategies and instructional procedures
Diana Browning Wright, Teaching and Learning Trainings, 2005
Surprise!
Teaching is a Science
AND
Teaching is an Art
Scope and Sequence Counts!
Diana Browning Wright, Teaching and Learning Trainings, 2005
Cognitive Apprenticeship
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
The instructional process by which teachers provide and support students with scaffolds as the students develop cognitive strategies.
Students need apprenticeships of different
durations
Diana Browning Wright, Teaching and Learning Trainings, 2005
Cognitive Strategies Provide a Scaffold
A scaffold is a temporary support used to assist a learner during initial learning.
Provided by the teacher to help students bridge the gap between current abilities and the goal.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Common Cognitive Strategies Providing A Scaffold
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Simplified problems Modeling of the procedures
by the teacher Thinking aloud by the teacher
as s/he solves the problem, prompts, provides suggestions, and guidance as students work problems.
A model of the completed task against which students can compare their work
Diana Browning Wright, Teaching and Learning Trainings, 2005
"The metaphor of a scaffold captures the idea--an adjustable and temporary support that can be removed when no longer necessary"
Assists the learner in learning a cognitive process, gradually withdrawn or faded as learners become more independent
Some students may continue to rely on scaffolds when they encounter particularly difficult problems.
Fast Facts On Scaffolds
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Can be applied to the teaching of all skills
Use especially for higher-level cognitive strategies
Thirteen major instructional elements have been identified for teachers to use to teach cognitive strategies.
Scaffolds to Teach Cognitive Strategies
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
13 Instructional Elements in Teaching Cognitive Strategies
1. Provide procedural prompts specific to the
strategy being taught.
When and how should the strategy be used?
2. Teach the cognitive strategy using small steps.
3. Provide models of appropriate responses.
4. Think aloud as choices are being made
5. Anticipate potential difficulties.
6. Regulate the difficulty of the material.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
13 Instructional Elements in Teaching Cognitive Strategies
7. Provide a cue card
8. Guide student practice.
9. Provide feedback and corrections.
10. Provide and teach a checklist.
11. Provide independent practice
12. Increase student responsibilities.
13. Assess student mastery.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
1. Provide Procedural Prompts or Facilitators
These procedural prompts supply the students with specific procedures or suggestions that facilitate the completion of the task.
The words "who," "what" "why" "where" "when" and "how" are procedural prompts that help students learn the cognitive strategy of asking questions about the material they have read.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Are scaffolds used to aid the learners’ acquisition of information
Provide a procedural map for what to do with lots of details
Question Stems
Diana Browning Wright, Teaching and Learning Trainings, 2005
How are _____ and _____ alike? What is the main idea of __________? What do you think would happen if
__________? What are the strengths and weakness of
__________ ? In what way is _____ related to ______ ? How does _____ affect _____? Compare _____ and _____ with regard to
________.
Sentence Stems to Scaffold Learning
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
What do you think causes __________? How does _____ tie in with what we have
learned before? Which one is the best _____ and why? What are some possible solutions for the
problem of _____? Do you agree or disagree with this statement:
__________? Support your answer. What do I (you) still not understand about . . .?
Sentence Stems to Scaffold Learning
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
2. Teach the cognitive strategy using small steps.
Teaching too much of the cognitive strategy at once would swamp the working memory.
Diana Browning Wright, Teaching and Learning Trainings, 2005
3. Provide Models of the Appropriate Responses
We cannot specify all the steps. Models provide an important
scaffold for the learner in three phases: during initial instruction, before students
practice during practice after practice
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Models During Initial Instruction - Before Practice
In some studies: Teachers began by modeling responses based
on the procedural prompts Students used questions based on elements of
the story grammar (e.g., What action does the leading
character initiate? What do you learn about the character from
this action?) Then they began by modeling
questions based on this story grammar.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Models During Initial Instruction
In other studies: Students received models of questions based
on the main idea Then they practiced generating questions on
their own (Andre & Anderson, 1978-79; Dreher & Gambrell, 1985; MacGregor, 1988),
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Models Given During Practice
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Reciprocal Teaching Teacher first models asking
a question and the students
answer. Then, the teacher guides students as they
develop their own questions, to be answered by one of their classmates,
Teacher provides additional models when the students have difficulty.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Models Given After Practice
In studies on question-generation Teachers provide models of questions for
the students to view after they have written questions relevant to a paragraph or passage
The intent of this model is to enable the students to compare their efforts with that of an expert
(Andre & Anderson, 1978-79; Dreher & Gambrell, 1985; MacGregor, 1988). In J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
4. Teacher Thinks Out Loud
Vocalize internal thought processes one goes through when using the cognitive strategy. Example, when teaching students to
generate questions, teacher describes the thought processes that occur as a question word is selected and integrated with text information to form a question. When... “When did she get the horse?”
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
4. Teacher Thinks Out Loud
Think aloud while summarizing a paragraph Example, illustrate the thought
processes that occur as the topic of the passage is determined and then used to generate a summary sentence. Fishing in Oregon… Many factors related to ecology and laws have resulted in a decline in the fishing in Oregon.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Skillful Strategy-Based Instruction is “Differentiated Instruction”
7 Steps Toward Successful Strategy-Based Instruction:
1. Carefully analyze the task(s) to be completed.2. Identify the strategies that will promote success. 3. Teach the strategy through explicit, direct instruction.
The teacher models and "talks through" the strategy.
The student observes all of the processes several times.
Diana Browning Wright, Teaching and Learning Trainings, 2005
7 Steps Toward Successful Strategy-Based Instruction:4. The teacher explicitly states:
the goal of the strategy to be employed
the task for which the strategy is appropriate
the range of the applicability the learning gains anticipated from its
consistent use5. Verbal rehearsal of the steps of the strategy to
100% criterion. Visual reminders (chart, checklist, schedule) are provided.
Skillful Strategy-Based Instruction is “Differentiated Instruction”
Diana Browning Wright, Teaching and Learning Trainings, 2005
7 Steps Toward Successful Strategy-Based Instruction:
6. If the strategy fails to work,
opportunities to review the process and to repair the breakdown are provided. Feedback is positive and corrective.
7. PRACTICE! PRACTICE! PRACTICE!
Skillful Strategy-Based Instruction is “Differentiated Instruction”
Diana Browning Wright, Teaching and Learning Trainings, 2005
5. Anticipate and Discuss Potential Difficulties
Examples: Teacher anticipates common
errors and discusses these errors before the students make them.
“Some students in my old school thought 9 – 21 = 28. What mistake is this? (Student reveals: subtracting 1 from 9, not regrouping to take the 9 from the 11)”
Diana Browning Wright, Teaching and Learning Trainings, 2005
5. Anticipate and Discuss Potential Difficulties
Examples: Teacher anticipates the inappropriate
questions that students might generate.
Students read a paragraph followed by discussing whether each question was too narrow, too broad, or appropriate.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Anticipate and Discuss Potential Difficulties (continued)
Students were taught specific rules to discriminate: A question from a non-question A good question from a poor one:
A good question starts with a question word. A good question can be answered by the story. A good question asks about an important detail of the story.
Diana Browning Wright, Teaching and Learning Trainings, 2005
6. Regulate the Difficulty of the Material
Begin with simpler material and then gradually move to more complex materials.
Example: Teaching students to generate questions Teacher first models how to generate questions-
single sentence. Class then practices. Next, teacher models and provides practice on
asking questions after reading a paragraph. Finally, teacher models, class practices
generating questions after reading an entire passage.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
7. Provide a Cue Card
A cue card:
Contains the procedural prompt.
Reminds what to do and when
Supports a student during initial learning by reducing the strain upon the working memory.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
8. Guide Student Practice
First teach a part of a strategy, Then guide student practice in
identifying and then applying the strategy. Remember Reciprocal Teaching
The teacher first models the cognitive process being taught
Then provides cognitive support and coaching (scaffolding) for the students as they attempt the task.
As the students become more proficient, the teacher fades the support and students provide support for each other. J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
8. Guide Student Practice (continued)
Use small group meetings – two to six, without the teacher, practice asking, revising, and
correcting questions and provided support and feedback to each other.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
9. Provide Feedback and Corrections
Three sources of feedback and corrections to consider: the teacher, other students, and a computer.
Teacher feedback and corrections Can be hints, questions, suggestions
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Diana Browning Wright, Teaching and Learning Trainings, 2005
9. Provide Feedback and Corrections
Group Feedback after students have written their questions, they meet in groups, pose questions to
each other, compare questions within each group.
Computer-based Feedback students ask the computer to provide a
model (e.g., of an appropriate question) if error is suspected.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
10. Provide and Teach a Checklist
Example:
How well did I identify important information?
How well did I link information together? How well could I answer my questions? Did my "think questions" use different
language from the text?
Did I use good signal words?
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
11. Provide Independent Practice with New Examples
Student practices in applying the cognitive strategy
Use examples Offer diminishing help from the teacher
and other students.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
12. Increase Student Responsibilities
Decrease scaffolds as skills increaseas students become more competent
Diminish the use of models and prompts and other scaffolds
Diminish the support offered by other students
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
12. Increase Student Responsibilities
Gradually, increase the complexity and difficulty of the material
In reading, begin with well-organized, reader-friendly material
Increase the difficulty and use less structured materials as mastery occurs
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
13. Assess Student Mastery
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Assess students’ achievement of a mastery level,
Provide for additional instruction when necessary
Beware! Lack of review Lack of periodic monitoring of
mastery
Diana Browning Wright, Teaching and Learning Trainings, 2005
Diana Browning Wright, Teaching and Learning Trainings, 2005
Summary Of What We Know
1. Present new material in small steps to that the working memory does not become overloaded.
2. Help students develop an organization for the new material.
3. Guide student practice by (a) supporting students during initial practice, and (b) providing for extensive student processing.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Summary Of What We Know
4. When teaching higher-level tasks, support students by providing them with cognitive strategies.
5. Help students learn to use the cognitive strategies by providing them with procedural prompts and modeling the use of these procedural prompts.
6. Provide for extensive student practice.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
What This All Means
Adequate Yearly Progress Occurs When There is focus on improving, monitoring, and
providing corrective feedback on instruction “Build It and They Will Come” Achievement will follow
The Most-Effective Teacher Teaches Well-Structured Tasks
Diana Browning Wright, Teaching and Learning Trainings, 2005
Review First
Review homework and any relevant previous learning
Review prerequisite skills and knowledge for the lesson
What Does The Well-Structured Lesson Look Like?
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Beginning: The Presentation
State lesson goals or provide outline Present new material in small steps Model procedures Provide examples and non-examples Use clear language Avoid digressions Check for student understanding
Teaching Well-Structured Tasks
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Middle: Focus on Guided Practice
Spend more time on guided practice High frequency of questions All students respond (to you, to each other)
and receive feedback High success rate Continue practice until students are fluent
Teaching Well-Structured Tasks
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Teaching Well-Structured Tasks
Middle: Corrections and Feedback
Provide process feedback when answers are correct but hesitant
Provide sustaining feedback, clues, or reteaching when answers are incorrect
Reteach material when necessary
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
End: Independent Practice
Students receive overview and/or help during initial steps
Practice continues until students are automatic (where relevant)
Teacher provides active supervision (where possible)
Routines are used to provide help for slower students
Daily, weekly and monthly reviews
Teaching Well-Structured Tasks
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
What Does Explicit EngagingInstruction Look Like?
I DO IT
gain attention & clearly model cue students to notice critical aspects of
the model model thinking too - “mental
modeling/direct explanation”
Struggling learners need US to:
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
Provide Thinking TimeStructure/prompt engagement: choral responses if answer/response is
short and you want the same answers partner responses if answer/response
is long and can be differently worded correction/feedback - remodeling,
more examples, etc.
What Does Explicit EngagingInstruction Look Like?
WE DO IT
Struggling learners need:
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
What Does Explicit EngagingInstruction Look Like?
YOU DO IT
individual responses; oral, written,
point/touch/demo
coaching students to apply the
strategy previously taught
Struggling learners need:
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
“Most-Effective Teachers”
Know Each Learner’s Need
for Differentiated Instruction Who Knows the Material ? Who Needs More Input ? Who Needs More Background ? Who Needs Elaborated Scaffolds ?
Throughout Instruction:Monitor and Assess
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2005
“Least-Effective Teachers”
Test mastery after initial instruction--- in lieu of guided practice
Test learning outcomes--- in lieu of independent practice
Allow practice of errors through these practices
Assessment is Not Instruction
Diana Browning Wright, Teaching and Learning Trainings, 2005
Evaluation vs. Grading
Comparison to grade level standards (norm referenced; criterion referenced)
Comparison to student’s personal needs,
(often criterion referenced or standards from other grade levels)
Comparison to teacher expectations for this child, rating attitude, progress, work completion, motivation, etc.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Which Learner Characteristics Affect Instruction? Attention Focus Problems
Fear of Failure
Background Deficits
AND…..think of your own experiences
Activity 1: Continue the list in your group Activity 2: Discuss how “Most-Effective” Teaching
addresses problems in all lesson phases when instructing these students
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ponder This
When instruction is delivered by
“Most-Effective Teachers”
How many students will still need further “Accommodations or Differentiated Instruction”?
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ponder This
Who is “entitled” to “Differentiated Instruction” or “Accommodations”
What might they look like for Dolores and Billy?
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ponder This
What is educational reform really all about? Improving Outcomes for All Students
If a student fails to meet a standard, is it due to Lack of differentiated instruction or
accommodations Thus, lack of instruction by a
“Most- Effective Teacher”
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ponder This
Or, is it student characteristics? “Lazy” AD/HD LD ED Low Motivation Cognitive Skill Deficits
Is the problem IN the student, or IN the instruction?
Diana Browning Wright, Teaching and Learning Trainings, 2005
Differentiated Instruction
Differentiated Instruction is an instructional concept that maximizes learning for ALL students—regardless of skill level or background. It's based on the fact that in a typical classroom, students vary in their academic abilities, learning styles, personalities, interests, background knowledge and experiences, and levels of motivation for learning. When a teacher differentiates instruction, he or she uses the best teaching practices and strategies to create different pathways that respond to the needs of diverse learners. www.differentiatedinstruction.com
Diana Browning Wright, Teaching and Learning Trainings, 2005
Accommodations/Modifications
Review Terms & ConceptsAccommodationsModificationsCompare to Differentiated
Instruction/Effective Instruction
Diana Browning Wright, Teaching and Learning Trainings, 2005
I.D.E.A. 1997 Reauthorization specifies (300.342(b)(3)) that the public agency shall ensure... each teacher and provider is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.
Legal Justification
Accommodate, Modify, and Support
Diana Browning Wright, Teaching and Learning Trainings, 2005
Adaptations
Accommodations
Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Changes are made in order to provide equal access to learning and equal opportunity todemonstrate what is known.
Grading is same
Modifications
Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Changes are made to providestudent meaningful & productive learning experiencesbased on individual needs &abilities.
Grading is different
Diana Browning Wright, Teaching and Learning Trainings, 2005
What is accommodated?
The Characteristics of the Learner
Goal: To remove barriers to learning the material
and to demonstrating mastery
Standards are substantially the same for all; outcomes will vary.
1-3
Diana Browning Wright, Teaching and Learning Trainings, 2005
Learning Differences
Speed of information processing Memory: Encoding, Storage, Retrieval Automatization of rote facts Organization Listening Skills Attention Forethought and Planning Etc.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Emotional/Temperament Characteristics
Rigidity/Flexibility Irritability Placidity Social Awareness Desire for Novel vs. Familiar Anxiety Etc.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Reading/Writing/Math Skill Deficits
Reading Decoding vs. Understanding Math Fact Recall vs. Math Concepts Writing Mechanics vs. Written Content Etc.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Cognitive/Conceptual Skill Differences
Processing speed Conceptualization Understanding of Elapsed Time Inferential Thinking Conservation, Multiple Variable reasoning Etc.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Sensory Input Challenges
Vision Hearing Movement
Diana Browning Wright, Teaching and Learning Trainings, 2005
What is the difference?
Differentiated Instruction Terminology from general education
Accommodations Terminology from special education
Are all students entitled to accommodations? Ponder this
Diana Browning Wright, Teaching and Learning Trainings, 2005
Goal: To allow educational progress in mastering curriculum, physical and social access to a full array of IEP team determined appropriate classrooms and peers.
Individualized goals are developed, skills taught and measured through either standard assessments with modifications (mild disabilities) or through alternate assessments (moderate to severe disabilities).
What is modified with modifications?
The Goal of the Activity
Diana Browning Wright, Teaching and Learning Trainings, 2005
Implications of Modifications
High school diploma may or may not be earned, depending on the student’s meeting of district graduation requirements and passing a high school exit exam (CAHSEE) with modifications. When do we tell families that?
With modifications, what is taught and assessed is highly individualized. Achievement is not compared to peers.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Find this page in your packet. Nine Types of Curriculum Adaptations
Quantity * Adapt the number of items that the learner is expected to learn or number of activities student will complete prior to assessment for mastery. For example: Reduce the number of social studies terms a learner must learn at any one time. Add more practice activities or worksheets.
Time * Adapt the time allotted and allowed for learning, task completion, or testing. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.
Level of Support * Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationship; use physical space and environmental structure. For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Specify how to interact with the student or how to structure the environment.
Input * Adapt the way instruction is delivered to the learner. For example: Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson.
Difficulty * Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.
Output * Adapt how the student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials.
Participation * Adapt the extent to which a learner is actively involved in the task. For example: In geography, have a student hold the globe, while others point out locations. Ask the student to lead a group. Have the student turn the pages while sitting on your lap (kindergarten).
Alternate Goals Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. For example: In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name the capital.
Substitute Curriculum Sometimes called “functional curriculum”
Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities. For example: During a language lesson a student is learning toileting skills with an aide.
* This adaptation is an accommodation if the student can demonstrate mastery of the standard on an assessment. The key concept is: Will the student ultimately master the same material but demonstrate that mastery in alternate ways or with alternate supports? If standards are not fundamentally or substantially altered , then this adaptation is an accommodation to a learning or performance difference. This adaptation is a modification if the student will not demonstrate mastery of the standard on an assessment. If routinely utilized, these adaptations are modifications and require individualized goals and assessment.
Pg. 1-6
Diana Browning Wright, Teaching and Learning Trainings, 2005
Nine Types of Curriculum Adaptations
Quantity * •
Adapt the number of items that the learner is expected to learn or number of activities student will complete prior to assessment for mastery.
For example:
Reduce the number of social studies terms a learner must learn at any one time. Add more practice activities or worksheets prior to assessment of skill mastery.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ponder This
Does altering amount of seatwork completed prior to assessment of content mastery constitute a modification or an accommodation? If I reduce practice, and now
student can’t demonstratemastery?
If I reduce practice and student can still demonstrate
mastery?
Diana Browning Wright, Teaching and Learning Trainings, 2005
Time *
Adapt the time allotted and allowed for learning, task completion, or testing.
For example:
Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.
Nine Types of Curriculum Adaptations
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ponder This
Does giving more time to complete an assignment or take a test result in a lowering of a standard?
How should this be graded or evaluated?
Is this practice a modification or an accommodation?
Discuss at your table
Diana Browning Wright, Teaching and Learning Trainings, 2005
Level of Support *
Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationship; use physical space and environmental structure.
For example:Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Specify how to interact with the student or how to structure the environment.
Nine Types of Curriculum Adaptations
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ponder This
Is this a common practice? Do students without disabilities often have
this support? Do we use this too frequently or
too little? Is this an accommodation?
If so, for what? Are we using one on one
paraeducators effectively?
Diana Browning Wright, Teaching and Learning Trainings, 2005
Input *
Adapt the way instruction is delivered to the learner.
For example:Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson.
Nine Types of Curriculum Adaptations
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ponder This
Discuss at your table Is Input an accommodation or
modification?
What is more effective: pre-teaching
or re-teaching?
Diana Browning Wright, Teaching and Learning Trainings, 2005
Use strategies and scaffolds To accommodate diverse learners.
Accommodation during INPUT A service or support to help fully access
the subject matter and instruction.
Input EnhancementIN
Diana Browning Wright, Teaching and Learning Trainings, 2005
Using graphic organizers when teaching content… Organization of ideas is
self-evident to students. Reduces information processing demands needed to understand new
information.
Input EnhancementIN
Diana Browning Wright, Teaching and Learning Trainings, 2005
INPUT: Visual Displays
Portray relationships among information presented in instruction
Includes diagrams, concrete models, concept maps, videos situating learning in a meaningful context, or digital material presented during instruction.
Intended to help students organize information in long-term memory.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Activate prior knowledge during instruction.
Function as an accommodation when they scaffold the creation of linkages among information in the learner’s long-term memory.
Visual Displays
Diana Browning Wright, Teaching and Learning Trainings, 2005
INPUT: Pre-teaching with Advance Organizers
Defined: Pre-instructional materials to aid linkage of new information with prior knowledge stored in long-term memory.
• May be verbal, written, or be presented in a question format. Examples: Questions presented prior to a
discussion or reading assignment. Vocabulary words presented on the
board or a handout. Verbal statements by the teacher
designed to activate knowledge prior to instruction.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Peer-Mediated Instruction
Defined—students as instructional agents, including: Peer and cross-age tutoring. Class-wide tutoring. Cooperative learning.Primary purpose—increase opportunities for
distributed practice with feedback. Usually has well-scripted or structured interactions
designed and mediated by the teacher.
Nolet (2000)
Diana Browning Wright, Teaching and Learning Trainings, 2005
Study Guides
Worksheets prior to a reading or study assignment.
Includes a set of statements or questions to focus the student’s attention and cognitive resources on key information to be learned. Examples: Completed or partially completed outlines. Questions focusing on the textual, literal, and
inferential aspects of a study assignment. Other tasks designed to prompt the active
processing of the material to be studied.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Mnemonic Devices-For Content Domains
Defined: Techniques to aid storage & recall of declarative knowledge May be verbal or pictorial. May be provided by the teacher
or developed collaboratively by teacher and the student.
Can be key words, pictures or symbols— e.g., Every Good Boy Deserves Fudge.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Input Accommodations
Are Foundational Interventions:
The key to differentiated instruction:
Use guided practice, strategies and scaffolds
They accommodates diverse learners
IN
Diana Browning Wright, Teaching and Learning Trainings, 2005
Difficulty * •
Adapt the skill level, problem type, or the rules on how the learner may approach the work.
For example:
Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.
Nine Types of Curriculum Adaptations
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ponder This
Discuss. Is altering the difficulty of an
assignment a good practice? When is it an accommodation or
a modification?
Diana Browning Wright, Teaching and Learning Trainings, 2005
Output *
Adapt how the student can respond to instruction.
For example:
Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials.
Nine Types of Curriculum Adaptations
Diana Browning Wright, Teaching and Learning Trainings, 2005
Output Accommodations
Altered methods of demonstrating mastery of the instruction.
Measures what the student learned, not the student’s disability or characteristics.
Removes barriers.
OUT
Diana Browning Wright, Teaching and Learning Trainings, 2005
Accommodation during OUTPUT
A service or support to help the learner validly demonstrate knowledge, removing the characteristic or disability interfering with demonstration of what has been learned.
Output Goal
OUT
Diana Browning Wright, Teaching and Learning Trainings, 2005
Output Accommodations
Samples: Multiple choice vs. essay. Dictating vs. writing. Typing vs. handwriting. Demonstrating vs. writing. Timed quizzes vs. un-timed ones.
OUT
Diana Browning Wright, Teaching and Learning Trainings, 2005
Output-comparisons
OUT
Standard Accommodations vs. Non-standard Accommodations
Test publishers’ language as to whether what is being measured has been altered beyond the ability to compare this student’s performance to his/her peers.
Accommodations vs. ModificationsEducators language as to whether what is being taught and measured is substantially altered from what is expected: The grade level standards.
Diana Browning Wright, Teaching and Learning Trainings, 2005
OUTPUT: On Standardized Tests
See: Testing Documentation Form for discussion
See updates at your state’s website for what constitutes an accommodation or a modification (often called a “non-standard accommodation” http://www.cde.ca.gov/statetests/cahsee/accommodations.html
OUT
Diana Browning Wright, Teaching and Learning Trainings, 2005
How do you know which output change is which type of adaptation? High Stakes Testing.
The test publisher tells you about norm-referencing and “substantial alterations.”
Classroom Instruction.
Compare goal/objective of the instruction with the curriculum standard and determine if change substantially alters what is being taught.
Testing Output Changes
OUT
Diana Browning Wright, Teaching and Learning Trainings, 2005
Testing Output Changes
OUT
Standard Accommodations vs. Non-standard Accommodations
Test publishers’ language as to whether what is being measured has been altered beyond the ability to compare this student’s performance to his/her peers.
Accommodations vs. ModificationsEducators language as to whether what is being taught and measured is substantially altered from what is expected: i.e., the
grade level standards during instruction.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ponder This
Do I alter the grading if I have altered the output method?
Is this an accommodation or a modification?
Do not continue to measure a known skill deficit; measure attainment of content.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Review: Input & Output Accommodations
Input accommodation.
- a service or support to help fully access the subject
matter and instruction.
Output accommodation.- a service or support to help validly demonstrate knowledge.
IN
OUT
Diana Browning Wright, Teaching and Learning Trainings, 2005
The most critical components of “Effective Instruction” and “Accommodation Planning”
In a Nutshell:
Input Accommodation Strategy: Circumvent learner characteristic barriers: Alter presentation of information to the student.
Output Accommodation Strategy: Circumvent learner characteristic barriers: Alter production from the student.
Diana Browning Wright, Teaching and Learning Trainings, 2005
What is clearly an “accommodation” for a learning characteristic instruction during classroom instruction, may be defined as a “modification/non-standard accommodation” on a high stakes test
In a Nutshell: The Testing Nuance
Input, e.g., reading the text or chapter test in social studies is an accommodation, reading the high stakes test likely defined as a modification.
Output, e.g., writing the dictated essay may be an accommodation in social studies, but be a modification on standardized assessment.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Are entitled to removal of barriers to accessing and progressing in core/general curriculum
In a Nutshell: Students with IEPs
If an accommodation is on the IEP to level the playing field/remove the barrier, even if it is defined as a modification on a high stakes test, the student is entitled to that modification if necessary, regardless of the effects on “aggregating data.”
To do otherwise would be discriminatory.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Participation *
Sometimes called “engagement”
Adapt the extent to which a learner is actively involved in the task.
For example: During instruction, using “every pupil response techniques” or “choral responding.” In geography, have a student hold the globe, while others point out locations. Ask the student to lead a group. Have the student turn the pages while sitting on your lap (kindergarten).
Nine Types of Curriculum Adaptations
Diana Browning Wright, Teaching and Learning Trainings, 2005
1. Choral responses (answers are short/same)- Students cue you they are attending (“eyes on me”).- Provide thinking time.- Signal group response.
2. Every pupil response techniques (answers are short/different)
- Student answers with gestures or answer card.3. Partner Responses (answers long/different)
- Teacher assigns - provide a label/role “1’s tell 2’s.”- Alternate ranking for partnering.- Specific topics/jobs; no one is passive.
Participation Enhancement to Increase Student Engagement
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
4. Written responses- List first, then share.- Touch something — “put your finger on the
______.”5. Individual responses (AFTER practice on
the new skill)- Randomly call on individuals to share.
Participation/Enhancement
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
Differentiating during whole class instruction options include:
Graphic organizers - Visual thinking — vary the support (e.g., partially filled out,
partner dialogue).Projects — individual & small group- Key is organization/structure~ rubrics ~ touch points along the way.
Participation ANDINPUT
IN
Diana Browning Wright, Teaching and Learning Trainings, 2005
Peer-Mediated Instruction
Defined—Students as instructional agents, including: Peer and cross-age tutoring. Class-wide tutoring. Cooperative learning.Primary purpose—increase opportunities for
distributed practice with feedback. Usually has well-scripted or structured interactions
designed and mediated by the teacher.
Nolet (2000)
Diana Browning Wright, Teaching and Learning Trainings, 2005
Comprehension instruction: PALShttp://kc.vanderbilt.edu/kennedy/pals/
- Stronger reader reads a paragraph.- Weaker reader prompts.
Input & Participation Enhancement
IN
Diana Browning Wright, Teaching and Learning Trainings, 2005
Weaker reader prompts stronger reader to:1. Name the Who or What.
* identification2. Tell the most important thing(s)
about the Who or What.* elaboration
3. Paraphrase in 10 words or less (paraphrasing “straight jacket”)
* consolidation
* continues for 5 minutes — then switch roles (new text)
Input & Participation Enhancement
IN
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ponder This
How common is this practice? Is it better to use
participation/engagement strategies with a distractible student, or should that student be isolated so as not to distract others?
Is this an accommodation or
a modification?
Diana Browning Wright, Teaching and Learning Trainings, 2005
Nine Types of Curriculum Adaptations
Alternate Goals •
Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities.
For example:In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name the capital.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Functional Curriculum •
Provide different instruction and materials to meet a learner’s functional/life skills individual goals. When routinely utilized, this is only for students with moderate to severe disabilities.
For example:During a language lesson a student is learning toileting skills with an aide.
Nine Types of Curriculum Adaptations
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ponder This
Discuss.
For whom is this adaptation appropriate?
Why would we do this in
the era of high standards?
Diana Browning Wright, Teaching and Learning Trainings, 2005
In kindergarten, Michelle’s teacher found she needed to frequently repeat the directions for any activity as Michelle was often not listening carefully when they were first given. (____________________)The teacher also frequently paired Michelle with a diligent worker once seatwork activities began second semester. (__________________________) Sometimes Michelle did not finish her seatwork, so her teacher allowed her to take it home to complete and return the next day. (_____________________)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
In kindergarten, Michelle’s teacher found she needed to frequently repeat the directions for any activity as Michelle was often not listening carefully when they were first given. (input A)The teacher also frequently paired Michelle with a diligent worker once seatwork activities began second semester. (level of support A) Sometimes Michelle did not finish her seatwork, so her teacher allowed her to take it home to complete and return the next day. (time A)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
In first grade, Michelle began receiving speech/language services for articulation errors. It was also found that Michelle had minor auditory processing difficulties. Her therapist decided to pre-teach some concepts that would be introduced on the following day, hoping that this would improve her listening skills. (____________) Michelle was purposefully placed next to students with excellent attending skills, as she tended to be quite “chatty” during seatwork. (______________)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
In first grade, Michelle began receiving speech/language services for articulation errors. It was also found that Michelle had minor auditory processing difficulties. Her therapist decided to pre-teach some concepts that would be introduced on the following day, hoping that this would improve her listening skills. (input A) Michelle was purposefully placed next to students with excellent attending skills, as she tended to be quite “chatty” during seatwork.(level of support A)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
Sometimes Michelle’s teacher had her come to the front of the room to hold the pointer during large group lessons as this appeared to aid in focusing on the key parts of the lesson, rather than distracting to extraneous details around her. (___________________)
Michelle was noticeably slower than her peers in finishing any written assignment, so her teacher often sent homework to finish and return so Michelle would not miss recess or other fun activities, trying to finish assignments. (___________________________)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
Sometimes Michelle’s teacher had her come to the front of the room to hold the pointer during large group lessons as this appeared to aid in focusing on the key parts of the lesson, rather than distracting to extraneous details around her. (participation A)
Michelle was noticeably slower than her peers in finishing any written assignment, so her teacher often sent homework to finish and return so Michelle would not miss recess or other fun activities, trying to finish assignments. (time A)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
In second grade, Michelle’s reading decoding skills were not up to her peers. Adult classroom volunteers often worked with her to reinforce previous skills (flash card drill, extra oral reading time with adult corrections and quizzes: who, what, where, when). (_________________)
and (______________________)
Due to her slow acquisition of phonics, Michelle’s teacher decided to reduce the number of spelling words she would study each week from 15 to 10, although the words Michelle learned were the same as her peers.
(__________________________)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
In second grade, Michelle’s reading decoding skills were not up to her peers. Adult classroom volunteers often worked with her to reinforce previous skills (flash card drill, extra oral reading time with adult corrections and quizzes: who, what, where, when). (level of support A )
and (input A )
Due to her slow acquisition of phonics, Michelle’s teacher decided to reduce the number of spelling words she would study each week from 15 to 10, although the words Michelle learned were the same as her peers.
(input A or B, refer to the standard addressed)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
In math, Michelle often grasped the concepts readily, so her teacher had her complete fewer worksheets before taking a test to demonstrate mastery of the concept. (____________________)This bought some extra time, her teacher explained, for Michelle to practice her handwriting with additional worksheets, as she still took an extraordinarily long time producing letter formations. (_____________________)The pre-teaching begun in first grade continued for new concepts, and was believed to be helping Michelle. (_______________________)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
In math, Michelle often grasped the concepts readily, so her teacher had her complete less worksheets before taking a test to demonstrate mastery of the concept. (Quantity A)This bought some extra time, her teacher explained, for Michelle to practice her handwriting with additional worksheets, as she still took an extraordinarily long time producing letter formations. (Quantity A)The pre-teaching begun in first grade continued for new concepts, and was believed to be helping Michelle. (Input A)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
By the end of third grade, Michelle was evaluated for special education services as a student with a learning disability and found to be eligible in written language. Her math skills were found to be well above her peers, while her reading skills were found to be at 2.1 grade level. All previous accommodations were found to be helpful and were incorporated into her IEP. Additionally, Michelle was now to be taught keyboarding, and allowed to produce most written work at the keyboard due to her poor graphomotor skills. This often required her to take work home to produce on a home computer. Her teacher also decided that…
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
…Michelle’s work group (3 students) would produce a play to illustrate concepts learned in a social studies lesson, rather than a written product. (Other groups wrote reports, constructed a diorama, and produced a video skit). Although this was an acceptable alternative, her teacher decided to list this accommodation on Michelle’s IEP so future teachers would be aware of this need.
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
Name which of the 9 categories are represented:
Remember what worked!
Reading seatwork time: sat next to high achievers
Math seatwork time: small # practice problems
Large group work, where new concepts are
introduced: preteach key concepts before lesson
Written language tasks: used keyboarding
Social Studies Report: produced a play
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
Her accommodations were listed as:
Reading seatwork time: level of support
Math seatwork time: quantity
Large group work, where new concepts are
introduced: input
Written language tasks: output
Social Studies report: output
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
By sixth grade, Michelle was participating in an after-school homework club where adult volunteers helped her to plan task approach for long assignments, and helped her to complete most work with one on one assistance. (____________)(_______________)(__________) Her teacher found pre-teaching no longer as helpful for Michelle, and speech language services were no longer found necessary by her IEP team. Graphic organizers were extensively used by this teacher, and found to be quite helpful for Michelle. (_________________________)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
By sixth grade, Michelle was participating in an after-school homework club where adult volunteers helped her to plan task approach for long assignments, and helped her to complete most work with one on one assistance.
(level of support A) (input A) (difficult A or B depending on whether Michelle was completing the tasks fundamentally herself or whether the adult was essentially doing the work) Her teacher found pre-teaching no longer as helpful for Michelle, and speech language services were no longer found necessary by her IEP team. Graphic organizers were extensively used by this teacher, and found to be quite helpful for Michelle. (input A)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
Michelle’s IEP team found the reading level of the texts well beyond her skill, despite extensive continued remediation for reading difficulties. Michelle’s teacher decided to try text-on-tape and text-on-CD with Michelle, as she grasped the concepts better this way than reading the text alone. (____________________) She also found that choral-responding techniques, every-pupil response techniques (_______________________) allowed Michelle, and her classmates, to focus better during whole group instruction. Her teacher also began PALS teams for social studies and science text reading, and found higher achievement and time on task outcomes. (_____________________) (_____________________) and (_____________________)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
Michelle’s IEP team found the reading level of the texts well beyond her skill, despite extensive continued remediation for reading difficulties. Michelle’s teacher decided to try text-on-tape and text-on-CD with Michelle, as she grasped the concepts better this way than reading the text alone.
(input A) She also found that choral-responding techniques, every-pupil response techniques (participation A) allowed Michelle, and her classmates, to focus better during whole group instruction. Her teacher also began PALS teams for social studies and science text reading, and found higher achievement and time on task outcomes. (input A) (level of support A) and (participation A) (output A)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
In eighth grade, Michelle was found to be unable to complete written tests on concepts very well. Orally, she knew the material, but somehow in the writing task, even with keyboard responses allowed, she was unable to demonstrate mastery in concept-laden work. Her teachers agreed to try oral testing in the RSP classroom, although this often meant her testing could not occur until later that day due to scheduling constraints. To their astonishment, Michelle’s motivation and achievement skyrocketed!
(__________________) and (_____________________)
and (______________________)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
In eighth grade, Michelle was found to be unable to complete written tests on concepts very well. Orally, she knew the material, but somehow in the writing task, even with keyboard responses allowed, she was unable to demonstrate mastery in concept-laden work. Her teachers agreed to try oral testing in the RSP classroom, although this often meant her testing could not occur until later that day due to scheduling constraints. To their astonishment, Michelle’s motivation and achievement skyrocketed!
(level of support A) and (input A) and (output A) and (time A)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
By September of tenth grade, unfortunately Michelle had now begun to associate with known gang members, and her counselor became concerned. Although she still maintained some earlier friendships, she did not “seem to be the same child any more,” her parents stated. Parent conferences occurred, and it was agreed that counseling would be a good idea for Michelle. A referral to a local clinic was made at parent request. During those sessions, her counselor became aware of low self-esteem issues related to her incomplete understanding of her learning profile. (Although depression was suspected, after several sessions, Michelle’s counselor decided this did not apply.)
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
Demystification sessions about her learning profile were conducted, and Michelle and her counselor decided to approach the school staff to discuss the feasibility of a school-wide program, such as the Learning Strengths Seminars (see www.pent.ca.gov; accommodations pages and www.allkindsofminds.org; educational care giving).
Family therapy sessions were conducted, and Michelle has discontinued her association with gang-involved youth. Michelle is interested in getting a job, she stated. Her family and other IEP team members will be meeting to develop a transition plan soon.
Activity: Michelle’s Accommodation History
Diana Browning Wright, Teaching and Learning Trainings, 2005
Teaching Students AboutAccommodations-Self Advocacy
The Learning Strengths Project
Diana Browning Wright, Teaching and Learning Trainings, 2005
Learning Strengths Project
A form of educational care-giving (Mel Levine M.D. http://www.allkindsofminds.org/ )
Acknowledges and Understands strengths weaknesses affinities
Does not seek to “cure”Does not seek to radically alter the students’ characteristics
Diana Browning Wright, Teaching and Learning Trainings, 2005
Learning Strengths Project
Learning Strengths Project Components:
1. SeminarsTeach About LearningGroup DemystificationClassroom Follow-up
2. Portfolio DevelopmentConnecting seminar and individual learning strengths
3. Conferences4. Ownership Demonstration:
Asking For & Analyzing My Accommodations/Modifications
Diana Browning Wright, Teaching and Learning Trainings, 2005
Component One: Seminars
All Learners
DevelopmentalFunctions
Variability +/-
Dysfunction
Disability
Handicap
1. Attention2. Simultaneous/Sequential Processing3. Memory4. Language5. Higher-Order Cognition6. Motor7. Social Skills
Synchronized interplay of thesefunctions lead to
successful learning.
PART ONE: Teach about learning
Diana Browning Wright, Teaching and Learning Trainings, 2005
PART TWO: Group Demystification
Demystify through group acknowledgement
Use small groups (when possible)Include students without known learning
problems (when possible). They often reveal their own struggles
which is very helpful for students with difficulties.
Component One: Seminars
Diana Browning Wright, Teaching and Learning Trainings, 2005
Hold multiple sessions, can be small doses. Formats
• Students complete questionnaires (such as after a test, Attention Cockpit, Anser System). Students often discuss responses individually with teacher, or in groups if the classroom climate is conductive.
PART TWO: Group Demystification
Component One: Seminars
Diana Browning Wright, Teaching and Learning Trainings, 2005
• Students read from a text about learning or learning disorders. Then discuss individual chapters and their personal relevance.
• Students read and discuss case studies, making suggestions
PART THREE: Classroom Follow-up
Component Two: Seminars
Diana Browning Wright, Teaching and Learning Trainings, 2005
• Students write and discuss their own autobiographical “case studies”
(e.g., “My Career in School)• Students analyze their own work using
formats provided by the teacher that relate success/failure to strengths/weaknesses and strategies selected
Connecting Seminar and Individual Learning Strengths
Component Two: Portfolio Development
Diana Browning Wright, Teaching and Learning Trainings, 2005
One-to-one Meetings With Staff
Component Three: Conferences
Conduct with the student by an assessor
Explain the students’ strengths and demystifies the weaknesses
Use actual test results
Diana Browning Wright, Teaching and Learning Trainings, 2005
Full page Comp 3
3-3
Diana Browning Wright, Teaching and Learning Trainings, 2005
COMPONENTS CONTENT
Destigmatization Provide assurance that all individuals have strengths and weaknesses; the sooner one learns about oneself the better; possibly cite examples of one’s own dysfunctions; point out that even honor students are imperfect. Cite examples!
Strength Delineation Provide a description of student’s strengths: this must be concrete, honest, offered with evidence, and if possible, compared to peers
Weakness Enumeration Cite the number of dysfunctions (e.g., “there are 3 areas that are a problem for you”) and their observable effects: use graphics and analogies, elicit examples from the student if possible
Conference Content
Diana Browning Wright, Teaching and Learning Trainings, 2005
COMPONENTS CONTENT
Induction of Optimism Provide a profile projection of the future to show how these strengths can work well in adulthood; restoration of self-esteem and hope for the future
Alliance Formation Focus on communication of interest and a willingness to be helpful and supportive in the future – “we’re in this together.”
Conference Content (continued)
Diana Browning Wright, Teaching and Learning Trainings, 2005
Individualized demystification usually requires periodic follow-up “booster” doses.
It can be very helpful for parents to be present during the demystification session, so that they can make use of the same terminology and frames of reference at home.
Alternatively, a cassette recording could be made available to the student to share with his/her family.
It is essential that the overall tone be supportive, non-accusatory, and not “preachy.”
Students should be helped to understand that she or he is accountable for work output, etc.; i.e., one cannot use the identified weakness as an excuse for poor performance.
Conference Hints
Diana Browning Wright, Teaching and Learning Trainings, 2005
COGNITIVE/ACADEMIC AND BEHAVIORAL/SOCIAL PHENOMENA
COGNITIVE/ACADEMIC ELEMENTS
BEHAVIORAL/SOCIAL ELEMENTS
TASK
PHASE FUNCTION
DYSFUNCTION
FUNCTION
DYSFUNCTION
PLANNING
Strateging Reflecting on task requirement
Cognitive Impulsivity No awareness of
sequence of behaviors
Prediction of Consequence
Lack of behavioral
judgment Unintended actions Risk taking behaviors
with no forethought SELECTION
Vigilance and awareness of saliency
Poor saliency
determination; incidental learning
Frequent focus on minor features of a task
Action choice
Misguided, random
behavioral selection often unrelated to what is required for success
INHIBITION
Resistance to distraction
Distractibility (easily
forgetting what task one is performing)
Behavioral/motor inhibition
Disinhibited behaviors
and Hyperactivity
CONTINUITY
Sustained mental effort
Impersistance; Mental fatigue Performance
inconsistency
Behavior/affective stabilization
Behavioral
unpredictability Affective lability
MONITORING
Ongoing error detection and correction
Absent or damaged
quality control
Behavioral self awareness
Insensitivity to
feedback; Diminished
reinforceability Lack of awareness of
what actions lead to positive or negative feedback
Melvin Levine, M.D. 1990; with expansion D. Wright, M.S., 1992 Diana Browning Wright, Behavior/Discipline Trainings, 2002 HHp3.9 2-4
Diana Browning Wright, Teaching and Learning Trainings, 2005
Attention Cockpit Interview
Small Group or
Individual Interview
Diana Browning Wright, Teaching and Learning Trainings, 2005
Ownership of Bypass Strategies - Teach Students to Ask for Accommodations
Component Four: Ownership
Input Accommodation/Modification Strategy: Alter presentation of information to the student
Output Accommodation/Modification Strategy: Circumvent deficits, alter production from the student
Diana Browning Wright, Teaching and Learning Trainings, 2005
True Ownership of Bypass Strategies - Teach Students to Ask for Accommodations
Diana Browning Wright, DCS 2002 Mel Levine, M.D.
The need for the bypass strategies should be well understood by the student.
Bypass strategies should be utilized in such a way that they are not embarrassing and do not imply any disrespect or “writing off” of the student.
One can “charge a price” for a bypass (e.g., suggesting a student read an extra book in exchange for reduction in length for a written report).
Component Four: Ownership
Diana Browning Wright, Teaching and Learning Trainings, 2005
True Ownership of Bypass Strategies - Teach Students to Ask for Accommodations
The entire class should know that bypass options are available to everyone who really needs them.
Never tolerate the teasing of a student who is receiving accommodations.
Component Four: Ownership
Everyone is entitled to a special program for an area in need of improvement, to
help improve a skill.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Accommodation/Modification Forms
Notification of Teacher…………………………... 1-14
Accommodation Plan……………………………. 1-16
Accommodations/Modifications Plan:
linked to Nine Types…………………………… 1-17
Diana Browning Wright, Teaching and Learning Trainings, 2005
Brendan
11th grader, legally blind, learning problems-IEP
Achievement on par on many parameters
Brendan
Diana Browning Wright, Teaching and Learning Trainings, 2005
Accommodations/Modifications for Tests
Documentation Form 1-7
See updates at: http://www.cde.ca.gov/statetests/cahsee/accommodations.html
Diana Browning Wright, Teaching and Learning Trainings, 2005
Accommodations/Modifications
All range from least restrictive to most restrictive
Only modifications require IEPs
See 1-8 leas
t res
tric
tive
to m
ost r
estr
ictiv
e
Diana Browning Wright, Teaching and Learning Trainings, 2005
People react in different ways when they find out a student
in their class needs accommodations...
Diana Browning Wright, Teaching and Learning Trainings, 2005
Diana Browning Wright, Teaching and Learning Trainings, 2005
Diana Browning Wright, Teaching and Learning Trainings, 2005
Diana Browning Wright, Teaching and Learning Trainings, 2005
Diana Browning Wright, Teaching and Learning Trainings, 2005
Diana Browning Wright, Teaching and Learning Trainings, 2005
Overcoming Barriers
They don’t want to do it!
Why?
What Beliefs, Knowledge and Skills are Barriers?
Diana Browning Wright, Teaching and Learning Trainings, 2005
Teacher
Student
Diana Browning Wright, Teaching and Learning Trainings, 2005
Strategies for Overcoming Resistance
Diana Browning Wright, Teaching and Learning Trainings, 2005
Swamp or Alligators?
Diana Browning Wright, Teaching and Learning Trainings, 2005
Decreasing Resistance
1. Roadblock: Lack of Visible District-Wide Commitment
2. Roadblock: Lack of Legal Knowledge
3. Roadblock: Lack of Two-way Communication On
Content of a Student's IEP/504 Plan, Rationale for Elements In the Plan, How to Change IEP Plan Content.
Diana Browning Wright, Teaching and Learning Trainings, 2005
4. Roadblock: Lack of Clarity in Writing, Assigning Implementers, Establishing
Accountability and Explaining Plans Immediately
5. Roadblock: Lack of Addressing The Five Key Reasons Educators Typically Are Reluctant To Accommodate
Decreasing Resistance
Diana Browning Wright, Teaching and Learning Trainings, 2005
5. Roadblock: Lack of Addressing The Five Key Reasons Educators Typically Are Reluctant To Accommodate Grading Responding to “Unfair!” Change of Incompatible Educational Philosophy Addressing Instructional Methods/Contexts It Takes Too Much Time
Decreasing Resistance
Diana Browning Wright, Teaching and Learning Trainings, 2005
You may be coming face to face with the possibility that brains may be self-cleaning.
Diana Browning Wright, Teaching and Learning Trainings, 2005
Case Study Practice
Directions: Read the case
DO NOT read the sample plan developed by other teams until you complete your plan
Develop an accommodation plan
Diana Browning Wright, Teaching and Learning Trainings, 2005
John
10th Grader, 16 yr old-IEP
Learning Disability in written language
Achievement deficits Fictitious picture
Diana Browning Wright, Teaching and Learning Trainings, 2005
Dolores
8th Grader-No disability
Newly immigrated to the United States
Achievement delayed Fictitious picture
Diana Browning Wright, Teaching and Learning Trainings, 2005
Philip
5th Grader, AD/HD-504
Difficulty completing tasks
Achievement on par Fictitious picture
Diana Browning Wright, Teaching and Learning Trainings, 2005
Nathan
4th grader with Asperger’s Syndrome/High Functioning Autism-IEP
Achievement on par with peers
Nathan
Diana Browning Wright, Teaching and Learning Trainings, 2005
Mae Lee
3rd grader with Reading Disability-IEP
Cannot decode text
Thinking on par, reading/writing severe delays
Fictitious picture
Diana Browning Wright, Teaching and Learning Trainings, 2005
Joseph
Included 1st Grader-IEP
Autism
Achievement uncertain
Fictitious picture
Diana Browning Wright, Teaching and Learning Trainings, 2005
Bruce
1st Grader, Moderate Mental Retardation-IEP
Included 80% of his day, general education
Unable to master grade level standards Fictitious picture
Diana Browning Wright, Teaching and Learning Trainings, 2005
Diana Browning Wright, Teaching and Learning Trainings, 2005
Additional Training Materials
Diana Browning Wright, Teaching and Learning Trainings, 2005
Input/Output Adaptations and Differentiated Instruction
Additional Training Materials
Diana Browning Wright, Teaching and Learning Trainings, 2005
Teach About Learning
Real-World Knowledge(Content)
Strategy Knowledge(Knowing how to learn)
Metacognitive Knowledge(Awareness and regulation of cognitive processes)
Diana Browning Wright, Teaching and Learning Trainings, 2005
Teach About Basic Cognitive Processes
Attending to incoming information
Getting information into short-term memory
Getting information into long-term memory
Retrieving information from long-term memory
Diana Browning Wright, Teaching and Learning Trainings, 2005
Teach About Metacognitive Processes
Knowing your learning processes
Selecting appropriate learning strategies
Monitoring how learning strategy is working
Diana Browning Wright, Teaching and Learning Trainings, 2005
Struggling Learners:Strategy-Based Instruction
Metacognition: The “Boss”
Cognition: the “Worker”
Strategies: the “Tools”
Diana Browning Wright, Teaching and Learning Trainings, 2005
Curriculum must:• Be designed to incorporate the prerequisites of learning• Information must be accessible• Support for the development of skills
must be available• Learner must perceive the learning to
be important
Especially for Struggling Learners
Research Connections In Special Education, Fall 1999 #5 CEC
Diana Browning Wright, Teaching and Learning Trainings, 2005
The design of the instructional materials and activities that makes the learning goal achievable by individuals with a wide difference in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember.
Built in, not added on!
Universal Design
Center for Applied Special Technology (CAST)
Diana Browning Wright, Teaching and Learning Trainings, 2005
Six Principles for Effective Curriculum Design
Big Ideas: Concepts, principles, or heuristics that facilitate the most efficient and broad acquisition of knowledge.
Conspicuous Strategies: Useful steps for accomplishing a goal or task.
Mediated Scaffolding: Instructional guidance provided by teachers, peers, materials, or tasks.
Research Connections In Special Education, Fall 1999 #5 CEC
Universal Design
Diana Browning Wright, Teaching and Learning Trainings, 2005
Six Principles for Effective Curriculum Design
Strategies Integration: Integrating knowledge as a means of promoting higher-level cognition.
Judicious Review: Structured opportunities to recall or apply previously taught information.
Primed Background Knowledge: Preexisting information that affects new learning.
Research Connections In Special Education, Fall 1999 #5 CEC
Universal Design
Diana Browning Wright, Teaching and Learning Trainings, 2005
Diana Browning Wright, Teaching and Learning Trainings, 2005
Student with reading difficulties require
qualitatively different reading instruction
(e.g. reading styles, perceptual training,
colored lens, etc.)
Effective Reading Instruction for Struggling Kids
What We Thought:
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
More Time: preview, review, elaborate, another way, etc.
More Intensity: smaller group allows more focus, more student responding/engagement
More Feedback: teacher is able to target instruction, “dial in” specific needs, prompt elaboration, provide alternate examples, etc.
** this can only be done 1-1 or in small homogenous groups**
What works with struggling students?
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
Struggling readers are far more successful when carefully taught the same fundamental reading skills all readers must learn BUT with: more instructional time more precisely sequenced instruction more coaching & practice more explicit/direct instruction more careful progress monitoring/program adjustment
Effective Reading Instruction for Struggling Kids
What We Now Know:
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
Homogeneous Grouping:Skills-Based Lessons - usually best to
group by neede.g. - Word study/Spelling by level
- Decoding/guided reading instruction & practice
** Groups need to be flexible/change in a day – fluid as student needs change
Grouping: Issues & Options
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
We need BOTH homogeneous AND heterogeneous options- depends on:
- the purpose- the subject- the range of prior knowledge
Grouping: Issues & Options
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
Heterogeneous Grouping:Conceptual/Content-based lessons
usually best taught in heterogeneous groups: diverse experience/views etc.
enrich the activitye.g. - Science, Social Studies, Core
LiteratureWITH plenty of scaffolded instruction (e.g. Graphics, partners)
Grouping: Issues & Options
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
What Does Explicit EngagingInstruction Look Like?
I DO IT
gain attention & clearly model cue students to notice critical aspects of
the model model thinking too - “mental
modeling/direct explanation”
Struggling learners need:
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
Provide Thinking TimeStructure/prompt engagement: choral responses partner responses correction/feedback - remodeling,
more examples, etc.
What Does Explicit EngagingInstruction Look Like?
WE DO IT
Struggling learners need:
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
What Does Explicit EngagingInstruction Look Like?
YOU DO IT
individual responses; oral, written,
point/touch/demo
coaching students to apply the
strategy previously taught
Struggling learners need:
Adapted from Dr. Kevin Feldman, 12/01 inservice
Diana Browning Wright, Teaching and Learning Trainings, 2005
Everyone is entitled to a special program for an area in need of
improvement, to help improve a skill.
What is “fair”?
One-shot teaching that leaves behind students?
or
Diana Browning Wright, Teaching and Learning Trainings, 2005
You may be coming face-to-face with the possibility that brains may be self-cleaning.
Diana Browning Wright, Teaching and Learning Trainings, 2005
You can always email or phone me for clarification or assistance.
(323) 222-8090-ext. 353
Diana Browning Wright, Teaching and Learning Trainings, 2005