LE3-3 - Differentiated Instruction

 Differentiated Instruction

While   Universal   Design   for   Learning   provides   the   teacher   with   broad  principles   for   planning,  differentiated   instruction   allows   teachers   to   address  specific   skills   and   difficulties. (Adapted   from   Raynal   &   Rieunier,  1998) 

To   differentiate   instruction   is   to   recognize   students’   varying   levels   of  background   fknowledge,  readiness   to   learn,  language   ability,  learning  preferences,  and   interests,  and   to   react   responsively.  (Adapted   from   Hall,  Strangman,  &   Meyer,  2003,   pp.   2–3) 

Notes: 

Zone of Proximal Development is considered with DI.

Scaffolding, tailoring instruction for individual learning.

Multiple intelligences come into play.

Learning Area for Case Study (Social Skills or Numeracy)	Content (what students will learn, when they will learn it)	Process (types of tasks and activities for learning)	Product (outcomes to demonstrate learning)	Affect / Learning Environment (context for learning and demonstrating learning)
Social Skills	i.e., Reading facial cues of a peer, improving social relationships, social problem solving	-Identify 3 types of facial expressions from models. -Explicit teaching of facial expression recognition. -Model the appropriate identification of a facial expression/recognition through “think alouds.” -Cue student for transfer and generalization -What is expected in different social situations (e.g., with family, at school)	-Role play scenarios that elicit facial expressions and then identify the appropriate emotion -Social stories, drama activities -Art activities -Oral conferencing, discussion	-Small group explicit instruction -Peer partners  -Predictable schedule -Warnings before transitions -Use of safe place for student to retreat when feeling overwhelmed
Numeracy	i.e., reading charts and graphs, geometry, estimating, time	-Use of manipulatives -Teach using organizers, checklists -Repeated tasks   -Exposure to different strategies -Make it real so the student understands the why	-Oral demonstration using manipulatives -Provide choice in how they show what they know -Use assistive technology tools	-Small group explicit instruction and guided practice with oral explanations -Cooperative learning groups/centers with varied skills levels and talents

L3-2 - UDL

 Things to think about when setting up the flexible buffet: 

e.g., UDL Core Concept and/or Principle	Targeted Area	Strategies
e.g., Multiple Means of Representation	ADHD-Attention Focus	Present info in short segments. Vary content presentation (use multimedia.) Pre-teach concept. Arrange information sequentially and guide/cue student along the presentation. Repeat key ideas throughout presentation. Minimize distractions while presenting information.
e.g., Appropriately Designed Space	Reading	Establish a quiet reading area. Access to reading material is within reach. There is a work area established for using technology.
Multiple Means of Representation	Teaching Content Subjects (i.e., social studies, science)	Avoid just providing print resources (textbooks, worksheets). Include resources that provide visual and auditory learning opportunities. Provide information using multiple media, such as graphics, animations, videos, audio, etc. Highlight necessary background information. Teach needed vocabulary using visuals.
Multiple Means of Action and Expression	Ongoing Assessment For and As Learning	Give students a variety of options and choice for expressing what they know using their strengths (e.g., multiple choice test vs. conference with the teacher).  Provide models, feedback, supports for different levels of proficiency.  Include students in goal setting and allow for their input when planning next steps.
Multiple Means of Engagement	Assistive Technology	Provide choices to fuel interests, for example, offer choice board to allow students to decide how they will learn (e.g., videos, audiobooks, picture books) and present their learning (e.g., record a podcast, make a presentation, write a story). It doesn't matter if they produce a picture book or a podcast if they are using their strengths and interests to learn and show what they know. Let students take risks and learn from their mistakes as they navigate their learning.

LE3-1 - Instructional Strategies Brainstorm

 A brainstorm of instructional strategies that might help children with learning disabilities: 

Adapt physical environment

Rearrange seating so LD kids are away from distractions, closer to adults or certain students.

Ensure workstations suit the individual needs of each students

Make access to and use of assistive technology a priority in the classroom

Adapt instructional materials

Replace literacy requirements with hands-on or partner activities 

Try colour coding

Chunking -- providing more "white space" on the page

Tracking tools for reading

Use alternate format texts for students who need them

Adapt instruction

Provide explicit instructions

Check in frequently

Allow the use of audio recordings for note taking, or provide notes or graphic organizers in advance to minimize writing

Differentiate based on students' strengths and needs (create a class profile/student profiles)

Teach students how to effectively use their assistive technology -- embed this into lessons

Adapt assessment

Portfolios instead of tests

Prompt students to show what they know by asking questions

Keep your finger on the pulse of the class using ongoing assessment and adapting it as needed

Include parents in this conversation

Conference with students for goal setting, feedback

LE2 Reflection - Assessment

 

  

This module helped me to better understand what is needed to properly assess the learning of children with learning disabilities (LD). I have always struggled with assessment because there is no one-size-fits-all method for all children. As a classroom teacher I found myself getting overwhelmed because it is so difficult to know so many kids deeply enough to be able to make assessment equitable for all. I never felt like I was doing it right and I certainly didn’t feel like I was doing enough. 

This is why I am so excited about my self-contained LD class. Starting in September, my class will have 8 kids. They all have significant LD profiles and will all need their own programming. But it’s 8 kids and I feel like this is manageable. I’m so excited that I will have the time to dig deep and really know them. I have a wonderful team of people around me (SERTs, administrators, instructional program leaders, coverage teachers, integration teachers, etc.) who will be wonderful supports. My goal is to find a way to document the profiles of each child in a way that is accessible to all of the educators who will be working in my classroom. The school board has a preferred method for doing this, but I haven’t explored that in great depth yet. (Saving that for after this course. One thing at a time!) I want people to be able to come into my classroom and have the information they need at their fingertips, which will include basic profile information as well as accommodations that are in place and goals that are currently on our radar.  

I have loved how a lot of the material we have worked with during this module has placed a lot of focus on including parents in the process of assessment. This year, in my role as a SERT, I have learned a great deal about the parent connection piece -- and just how important it is. This is another reason why I want to have easily accessible assessment data on my kids. I want to be prepared to compare notes with parents as needed, which I expect will be quite regularly.

Some significant learning for me was in the review of assessment for, as, and of learning. I was in teachers college when Growing Success was published, and I never fully understood the difference between for and as learning. I think that has to do with the fact that the people who were teaching me about assessment also didn’t fully understand it. Now that I have revisited the document and considered it in depth as it relates to working with special needs students, it makes more sense to me. I particularly love the focus within assessment as learning on teaching kids to think about their own learning and giving them ownership of their goal setting and progress. This will be so helpful as we work together in September on things like self-advocacy cards and setting attainable goals.  

There is so much for me to learn about assessment! I know I won’t have all the answers by September, but with every passing activity we complete in this course I am more and more grateful to have new knowledge and resources to draw on. In nine years of teaching I have never been so excited about what the new school year will bring.  

LE2-8 - Learning Style Inventory

Upon completion of the Learning Style Inventory, I determined that I am a visual learner (55%), followed closely by auditory (40%), with a very low score in the tactile learning department (5%). I think this is extremely important information for me to know about myself as an educator because my guess is that I would gravitate toward providing learning activities that are more geared toward my learning style, and place less focus on activities that are not as useful or effective or exciting for me. 

I am a visual learner with many preferences of an auditory learner as well, which is significant because I do relate to the preferences noted in the summary for auditory learners. It is also worth noting that I do not relate to any of the preferences of a tactile learner. With this in mind, I think it is important to consider the types of learning activities that I prefer for myself and contrast those with activities that a tactile learner would find helpful. I have seen the profiles of the students in my class this coming school year, and I know some of them prefer tactile activities. This will be a useful activity to help me gain a better understanding of how they learn best.

As a visual learner, the web site says that I learn best by reading and seeing pictures and that I’m good at visualizing what I’ve learned. I tend to be able to visualize images of anything I’ve seen before (in text or pictures) with great detail. I do learn well, as it says, by writing key points down and colour coding my work. The auditory learner in me likes to hear things as well. For example, I find it easier to stay focused on readings when I listen (using Google Read and Write) as I read along. I watch the screen and hear it at the same time, which keeps me focused for longer. 

I’m currently learning how to play the ukulele (so I can teach my kids this year!) and I’m using a series of Youtube videos to help me learn. I like that the music teacher explains in great detail what she is teaching and she shows close-up views of what she is teaching. She also includes visuals on the screen when she is teaching us a new chord. The icing on the cake is the PDF downloads she provides that have visual summaries of the information she is teaching, such as chord charts or bits of sheet music. I get the best of both worlds -- she demonstrates and provides visuals and she talks me through what I’m learning. 

There is a tactile element to learning and playing musical instruments, which resonates with me, but I do not seem to relate to most of the preferences listed for tactile learners. For example, I don’t usually need to take frequent breaks as I can sit and work for long stretches. I can sometimes learn by doing, but it’s much more helpful for me to give it a try after someone has provided instructions in writing or with images or if someone shows and tells me what to do. 

I wonder if not being overly tactile explains why I sometimes have a mental block when it comes to setting up math centres or science experiments for my students. That element of exploring and playing with manipulates doesn’t resonate with me like watching a video or looking at images might. This is a challenge I willingly accept, and having this information certainly helps me to understand that a well-rounded program includes activities that are geared for all learning styles, not just mine. 

I am reminded of the image we saw at the beginning of this course, in which a number of different animals are being assessed on their ability to climb a tree. In order to ensure that my assessment practice is equitable, I need to have a handle on how each of my students learns best and also how their strengths help them show what they can do and say. Being open to providing variety and catering to their needs is going to be key to setting them up for success.      

   

LE2-7 - Translating the Psych Ed Assessment

 

Element	Purpose	Implications for the Classroom Programming / Assessment
Cognitive Ability	To determine the child's capacity to perform skills, such as verbal comprehension, visual-motor coordination, and processing speed.	The child's cognitive ability outcomes will provide insight into strengths and weaknesses that can be met in the IEP with modifications, accommodations, and/or alternative programming. Assessments should be designed utilize a child's relative strengths as they work toward developing weaker areas.
Strengths	Areas within the child's profile that core relatively higher than others are considered to be strengths.	Educators can use their understanding how a child learns and the strengths they have to focus programming on the child's strengths as they work on the areas where the child struggles.
Psychological Processing	Psychological processes come into play when we are performing different activities, such as thinking, remembering, problem solving, and reasoning.	As with information about a child's cognitive abilities, strengths and weaknesses in psychological processes can determine how programming and assessment is designed for a student.
Academic Achievement	To determine the child's degree of knowledge and proficiency in specific academic areas, such as reading, writing, and mathematics.	Details of a child's academic achievement give educators a jumping off point in terms of where to begin baseline assessments and how to create individualized academic programming for the child. Cognitive abilities and psychological processing information (strengths and weaknesses) come into play as programming to meet the needs of the individual must include accommodations for areas of struggle.
Social Emotional Functioning (students with a LD profile may have challenges in this area either possibly related to their LD and or comorbid conditions)	Social-emotional struggles for children with LDs could be related to underdeveloped adaptive behaviours (life skills) or could be connected to related conditions, such as ADHD.	This information provides insight into the social-emotional adjustment of the child and how they might cope with social interactions in school. Setting the child up for success includes ensuring that they are able to handle the programming and assessments that are designed with their needs in mind.

LE2-6 - Student Profile

Using the tables below, complete the 5 Key Elements of a Learner Profile.

1.	Current level of achievement (e.g., from report cards, EQAO scores)
2.	Learning strengths, styles, preferences
3.	Learning needs, accommodations, extra support requirements
4.	Social-emotional strengths and needs
5.	Interests within and away from school (e.g., extracurricular activities, hobbies)

Now rank the elements in terms of importance.

First	Learning strengths, styles, preferences
Second	Learning needs, accommodations, extra support requirements
Third	Social-emotional strengths and needs
Fourth	Interests within and away from school (e.g., extracurricular activities, hobbies)
Fifth	Current level of achievement (e.g., from report cards, EQAO scores)

Note 5 Critical Elements to include in a Student Profile besides name, grade, etc. Rank your top 5 in terms of importance, starting with 1 being the most important and 5 being the least. 

LE2-5 - Knowing Your Students: Engagement, Equity/Inclusion and Achievement

 

As noted in Learning for All 2013, page 33, “knowing your students is a starting point for effective planning of assessment and instruction…..”

Use the websites noted in the chart to review key strategies, supports, ideas, and beliefs, etc. that allow us to know our students through the lenses of Engagement, Equity/Inclusion, and Achievement.

Strategies/Supports/Ideas/Beliefs etc.
Engagement Engaging Students - Principals Want to Know Equity and Inclusive Education in Ontario Schools	Three types of engagement that might need to be considered when trying to improve engagement:  1. Social 2. Academic 3. Intellectual Belief that all students are capable of learning and all staff members are capable of bringing about change. Engagement in the classroom requires intentional inquiry based learning that is meaningful and interesting to students. Assessment should require students to think deeply about their learning of new things and how they might go further. Relationships should be built on trust and respect. Teachers should work together to improve their practices. To figure out who the 25% of students are in a given school who have low engagement, look for low achievers, behaviour problems, signs of anxiety/depression. These students need advocacy and support at school. Regular check-ins, encouragement, celebrations of success, etc. are helpful when working with disengaged students. Extracurricular activities should be available to those students who are disengaged. Find activities that they are interested in and ensure they are able to find success. Consider ways to highlight unrecognized talents. Ask for feedback from the students about what they are interested in. Ask students what they need in order to feel more engaged in their life at school. Honouring student voice is empowering and students will begin to advocate for themselves.
Equity/Inclusion Ontario’s Equity and Inclusive Strategy - Quick Facts	Equitable and inclusive education are directly connected to student achievement. Because children with special education needs may be at risk of lower achievement, it's important to ensure that they are supported (i.e., feel safe, comfortable, and accepted at school). Feeling unsafe, unaccepted, or isolated at school can lead to behaviour problems, lack of engagement, lower achievement, and higher dropout rates. Parent engagement is key to improving student engagement.
Achievement Learning For All 2013, pages 11-26	Achievement gaps among groups of students are connected to various factors (or combinations of factors), including gender, ethnocultural background, socio-economic status, special education needs, and language proficiency.  Learning gap is the gap between a student's actual achievement and their potential for achievement. Improvement in achievement requires input from all parties involved: students, parents, educators, community partners. There must be a focus on student strengths and struggles, and appropriate instruction and assessment strategies must be in place.  Instructional approaches:  1. Universal Design for Learning (UDL) -- what's necessary for some is useful for all  (e.g., assistive technology) 2. Differentiated instruction -- adapt instruction to meet the differing needs of students (strengths, interests, learning styles, readiness) 3. Tiered approach -- using assessment and instructional interventions to address academic and learning needs (including behaviour needs)