DAY 7 YEAR 2 INDUCTIONInclusive Practices

Maureen GradelPennsbury Staff Development

WELCOME! PLEASE…

sign-in for either Stipend or Act 48 seat yourself according to the provided name

tags help yourself to refreshments catch up with your colleagues use the colored-pencils (orange container) to

complete (individually) the activity on pages 1 and 2 of your Day 7 booklet

place a dot sticker (on tables) on the Circle of Tolerance chart provided

complete the Effective Classroom checklist peruse the provided sponge activities

Sponge Activities Better Teaching

Calendar: includes tips for each day of January and February

Better Teaching Articles: a collection of articles focusing on DI Strategies

PaTTAN materials on Effective Instruction, SAS, UDL, and Formative Assessment

REMINDER: Trade Day Tuesday, February 22. Sign up on MLP asap!

Standards-Based Portfolio

Classroom Environment Instruction & Assessment Parent & Student Communication Recognition of Student

Achievement/Accomplishments Use of Time

Technology Integration Inclusive Practices Standards-Based Instructional Unit

DANETTE RICHARDSBCIU 22 Program and Training Specialist

AGENDA – Session A Circle of Tolerance Activity Including Samuel Video Special Education Law Fairness Least Dangerous Assumption Presumed Competence Introduction to Differentiated Instruction (DI) Standards Session A Assignment DI/Universal Design for Learning (UDL) Tiering Day 7 Workshop Portfolio Assignment

AIN’T THAT PECULIAR ACTIVITY

Individually read and complete the About Me portion of the “Peculiarities” sheet.Move around the room in search of peculiarpeculiar colleagues.Introduce yourself and share one of your peculiarities.peculiarities.

Ask your colleague to share one of his/her peculiaritiespeculiarities.Indicate the name of your colleague next to his/her peculiaritypeculiarity.

Continue meeting peculiarpeculiar folks until the music stops.

BEFORE VIEWING INCLUDING SAMUEL…

Ask yourself… What does the term

disability mean to you? Do you know someone

with a disability. If so, how has it affected your life?

Do you know what the term Inclusive Education means?

Do you think students with disabilities should be full time members of the general education classroom?

WHILE VIEWING INCLUDING SAMUEL…

Consider one of the following perspectives while viewing the clip:

Person A: home/parent perspective Person B: teacher/school perspective Person C: community/neighborhood

perspective

Assign a different perspective to each person within your group.

Special Education Law

CLOZE ACTIVITY

Turn to page 5 in your Day 7 booklet. With a partner or in your table groups, fill-in

the blanks (more than one word) as best you can.

Compare what you came up with, with the correct answers.

Continue this process with booklet pages 6-8.

Fairness

What can we learn from the research? There is NO compelling

body of evidence that says that heterogeneous well-taught classrooms cannot produce the same or better achievement for ALL.

There is NO compelling body of evidence that grouping, tracking, separating produces high levels of achievement for ALL.

New Important Data (Cosier, 2009)

In looking at thousands of students across hundreds of districts;

Amount of time an individual student spends in general education relates directly to the individual student’s achievement;

When controlling for race and SES; Across all types of disabilities…

The more time in general education, the higher the achievement!!

Least Dangerous Assumption

Least Dangerous Assumption states that in the absence of

absolute evidence, it is essential to make the

assumption that, if proven to be false, would be least

dangerous to the individual.

-Anne Donnellan

Presumption of Competence

Approaching each student (even those without language) as thinking people with ideas about their lives.

Give the student the benefit of the doubt, then look hard for the evidence.

~ Doug Biklen

Differentiated Instruction

What are you already doing to differentiate instruction in

your classroom?

The one haunting realization teachers can have when reflecting

upon students that they have served is.......

They Could Have If Only I Would Have!!!!

(Weikert, 2009)

““We need to make We need to make

Differences ordinaryordinary””

Let’s look at our classroom.

So, how do we do that?

BY BEING PROACTIVE IN PLANNING FOR ALL

NOTREACTIVE IN TRYING TO FIT A FEW

Let’s Define Differentiated Instruction

Differentiating instruction is doing what’s fair for students. It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.

Standards guide all classroom decisions

Visit the Standard Aligned System (SAS)

www.pdesas.org

Group Processing

Moving from Standards-Referenced to

Standards-Based

Read pages 21 & 22 in your Day 7 Workshop booklet.

Discuss with your table group:

Am I Standards-Referenced or

Standards-Based?

Session A Take Home Assignment #1

Read both the Mastery Learning (pg. 12-16) and Peeling A Standard (pg. 17-18) articles found in your Day 7 Induction booklet.

Using the discussion tab on the Day 7 page of our wikispace, post your comments to each of the discussion questions.

http://pennsburyinductionyear2.wikispaces.com

Pre-Assessment(Finding

Out)

CurriculumState & Local

Standardshttp://www.pdesa

s.org

StudentReadiness,

Ability, Interest,Talents, &

Prior Knowledgehttp://www.cast.org

http://www3.bucksiu.org/167010649164760/cwp/view.asp?A=3&Q=275957&C=55775

ContentWhat the

teacher plans to teach

http://www.cast.org

ProcessHow the teacher plans to instruct

ProductAllows

students to demonstrate and extend what they

have learned

SummativeAssessment

DI/UDL (THE BIG PICTURE)Used in Planning and Implementing EFFECTIVE

INSTRUCTION

FormativeAssessment

to increase STUDENT ACHIEVEMENT

Differentiating Content

• Resource materials at varying readability levels

• Audio and video recordings• Highlighted vocabulary• Charts and models• Interest centers• Varied manipulatives and resources• Peer and adult mentors

Differentiating Process (making sense and meaning of content)

• Use leveled or tiered activities • Interest centers• Hands-on materials• Vary pacing according to readiness• Allow for working alone, in partners,

triads, and small groups• Allow choice in strategies for processing

and for expressing results of processing

Differentiating Products(showing what is known and able to be done)

• Tiered product choices• Model, use and encourage student use of

technology within products and presentations• Provide product choices that range in choices

from all multiple intelligences, options for gender, culture, and race

• Use related arts teachers to help with student products

Strategies to Make Differentiation Work

1. Tiered Instruction

Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.

Tiering f or Readiness(Prior Knowledge)

Key Concept Or

Understanding

Those who do not know the concept

Those with some understanding

Those who understand the

concept

Planning Pyramid

Some students will know*The Geography of the conflicts

•The impact of the “greatest Generation”

•Major conflicts and leaders of WWII

Most students will know•Major conflicts and leaders of WWII

•The social and cultural changes

All students will know•The three fronts and outcomes

•The major outcomes of WWII

•The major differences between the sides of WWII

Unit Planning

What some studentsWill learn

What most studentsWill learn

What all studentsShould learn

•How Earth lookedduring the ice age•Disasters caused bysudden changes•Geographic examplesof slow and fast changes

•Compare and contrastWeathering and erosion• How humans causephysical and chemicalweathering•Basic types of rocks

• Basic components ofEarth’s surface• Forces that change crust and weathering and erosion

Date: Sept. 1-30 Class Period 1:30-2:30

Unit Title: Weathering and Erosion

Materials/resources

Guest speaker on volcanoes

Video erosion and weathering

Rock samples

Library books: disasters, volcanoes, etc.

Colored transparencies for lectures

Instructional Strategies/Adaptations

Experimental

Concept maps

Cooperative learning groups to learn material in textbooks

Audiotape of chapter

Study buddies tp prepare for quizzes and tests

Evaluation/Products

Weekly quiz

Unit test

Learning logs (daily record of “What learned”)

Vocabulary flash(Refer to handout on 9 ways to adapt)

Tiering f or I nterest(Diff erent parts of a cell)

Key Concept THE CELL

One part tied to conceptNucleus

Second part tied to conceptCytoplasm

Third part tied to concept

Mitocondria

Tie everything back to key concept. Students might be in a j igsaw activity and bring the inf o back to their base groups, so you could also diff erentiate the process.

Tiering f or Learning Style

Key Concept Or

Understanding

Represent concept visually

Using drawings or photographs

Represent concept in 3 Dimensional

f ormat

Represent concept by

written report

All shared with entire class and all related to BIG PICTURE

What Can Be Tiered?

• Processes, content and products

• Assignments

• Homework

• Learning stations

• Assessments

• Writing prompts

• Anchor activities

• Materials

"A tiered lesson is a differentiation strategy that addresses a

particular standard, key concept, and generalization, but allows

several pathways for students to arrive at an understanding of

these components, based on the students interests, readiness, or

learning profiles".

What Can We Adjust?

• Level of complexity

• Amount of structure

• Pacing

• Materials

• Concrete to abstract

• Options based on student interests

• Options based on learning styles

Tiering Instruction

1. Identify grade level and subject2. Identify the standard you are targeting3. Identify the key concept and generalization.

In other words, “Whatbig idea am I targeting?”

4. Be sure the students have the background knowledge necessary. Are there skills that need to be taught first? You might have to scaffold.

Qu ick T ime™ an d a d eco mp resso r

are n eed ed to see t h i s p ictu re.

Tiering Instructions

5. Determine in which part of the lesson you will tier. You may choose to tier the content, process, or the product.

6. Determine the type of tiering you will do: readiness, interest, or learning style.

7. From here plan your tiers.

8. How are you going to assess?Qu i c kTi m e ™ a n d a

d e c om p r e s s ora r e ne e d e d t o s e e t h i s p i c t u r e .

Session A Take Home Assignment #2

Complete prior to Session B:

Watch the DI Power Point found on the Year 2 Induction – Day 7 page of the wikispace.

http://pennsburyinductionyear2.wikispaces.com

Using the Discussion tab on the Day 7 Workshop page of the wiki, post your response to the DI Power Point prompt.

Day 7 Workshop Portfolio Assignment: You are to design a differentiated lesson on

the topic of your choice. A portion of the Session B workshop will be

provided in order for you to work. Bring any necessary materials to this session.

Additional Resources, to those provided on the wikispace and in the workshop booklet, will be available.

This differentiated lesson plan and related materials will be part of the Inclusionary Practices portion of the portfolio.

Our Day 7 Conference discussion will focus on this lesson plan and reflection on how the students did with the lesson.

SESSION B – WELCOME BACK!

Please… sign-in for either Stipend or Act 48 hours. find your seat assignment with the name

tags provided. help yourself to refreshments. discuss the wikispace assignments with your

table. re-read the 21st Century Standards-Based

Classroom on pages 21 & 22 in your booklet. peruse the provided sponge activities.

SPONGE ACTIVITIES

LOVE handout (pink) in honor of Valentine’s Day

Better Teaching articles PaTTAN materials on Error Correction,

Response Cards and Time Trials.

AGENDA – SESSION B Review of Session A

DI/UDL Tiering

Day 7 Booklet Materials Walk-Thru Concepts Task Analysis Pre-Assessment/Framing the Learning Strategies Collaboration/Co-Teaching

Lisa Oates – Pennsbury 9-12 Inclusion Specialist Assignment/Conference Review Time to Work Closure

Pre-Assessment(Finding

Out)

CurriculumState & Local

Standardshttp://www.pdesa

s.org

StudentReadiness,

Ability, Interest,Talents, &

Prior Knowledgehttp://www.cast.org

http://www3.bucksiu.org/167010649164760/cwp/view.asp?A=3&Q=275957&C=55775

ContentWhat the

teacher plans to teach

http://www.cast.org

ProcessHow the teacher plans to instruct

ProductAllows

students to demonstrate and extend what they

have learned

SummativeAssessment

DI/UDL (THE BIG PICTURE)Used in Planning and Implementing EFFECTIVE

INSTRUCTION

FormativeAssessment

to increase STUDENT ACHIEVEMENT

DAY 7 WORKSHOP BOOKLET WALK-THRU #1

Concept-Based Instruction (pgs. 24-33) Planning Pyramid/Task Analysis (pgs. 34-39) Pre-Assessment (pgs.40-54) Top Ten Questions (pgs. 55-60) Differentiation Non-Negotiables (pgs. 61-62)

Assignment: Take the survey on page 62. Discuss with your table group how you are

planning to add those not marked to your decision making repertoire.

DAY 7 WORKSHOP BOOKLET WALK-THRU #2

Differentiation (pgs. 63-73) PaTTAN Materials Collaboration/Co-Teaching (pgs. 74-87)

LISA OATESPHS East

Inclusion Specialist

9-12

WHAT WOULD…DO? ACTIVITY

If these famous people were in your classroom, how would you address their learning needs? Do the students in your classes have similar talents/abilities?

Discuss at your table, which strategies can engage their different learning styles.

DAY 7 WORKSHOP BOOKLET WALK-THRU #3

Who Are Our Learners? (pgs. 89-152) Choice Boards (pgs. 153-156) RAFTs (pgs. 156-160) Cubing (pgs. 160-164) Products (pgs. 165-170) Tiered Assignments (pgs. 171-177; 204) Curriculum Mapping (pgs. 178-187) Anchoring Activities (pgs. 188-201) Learning Contracts (pgs. 202-203) Adaptations (pg. 205) Supplementary Aids and Services Toolkit

(pgs. 206-207)

TIME TO WORK

Prepare a differentiated lesson (as per assignment)

Review ResourcesWikispaceBooks DVDsLisa Oates

ClosurePlease go to the Wikispace, Day 7 page

and complete the directions for the closure – due this Friday!

Day 7 Workshop Portfolio Assignment: You are to design a differentiated lesson on

the topic of your choice. A portion of the Session B workshop will be

provided in order for you to work. Bring any necessary materials to this session.

Additional Resources, to those provided on the wikispace and in the workshop booklet, will be available.

This differentiated lesson plan and related materials will be part of the Inclusionary Practices portion of the portfolio.

Our Day 7 Conference discussion will focus on this lesson plan and reflection on how the students did with the lesson.