Accommodations and Modifications: Differentiating Instruction and Promoting Staff Implementation in the Era of High Standards Presented by: Diana Browning Wright Diagnostic Center, Southern California But first, a word from our sponsors… Diana Browning Wright, Teaching and Learning Trainings, 2005 Diagnostic Centers California Department of Education DEL NORTE SISKIYOU MODOC SHASTA TRINITY Diagnostic Center, South 4339 State University Drive Los Angeles, CA 90032 LASSEN HUMBOLDT TEHAMA PLUMAS GLENN MENDOCINO BUTTE COLUSA YUBA LAKE SIERRA NEVADA PLACER SUTTER EL DORADO YOLO NAPA SONOMA ALPINE SOLANO SACRAMENTO CONTRA COSTA MARIN AMADOR CALAVERAS DCN SAN MATEO SANTA CLARA ALAMEDA SANTA CRUZ SAN JOAQUIN TUOLOMNE STANISLAUS MARIPOSA SAN BENITO MONO MERCED MADERA DCC MONTEREY FRESNO TULARE KINGS INYO SAN LUIS OBISPO KERN (North & West) KERN (South & East) SANTA BARBARA SAN BERNARDINO LOS ANGELES VENTURA DCS RIVERSIDE ORANGE SAN DIEGO IMPERIAL Diana Browning Wright, Teaching and Learning Trainings, 2005 (323) 222-8090 www.dcs-cde.ca.gov 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 Instruction What we know about instruction for all students—a 30 year summary Review Terms & Concepts Accommodations Modifications Differentiated Instruction Diana Browning Wright, Teaching and Learning Trainings, 2005 Today’s Agenda (continued) Practice Types of Accommodations Review 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 The Most Important Instructional Advancements of the Last 30 Years 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 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: The Importance of Well-Connected Knowledge Structures 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 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 Diana Browning Wright, Teaching and(Eds.) Learning Trainings, J.W. Lloyd, E.J. Kameanui, and D. Chard (1997) Issues in 2005 educating students with disabilities. 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? A process of developing, enlarging, expanding, and refining our students' knowledge structures. 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 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 students develop 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, 2005 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. 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 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 Processing asks students to: organize information, summarize information, or compare new material with prior 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 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 I. Cognitive Processing Summary Processing results in development of wellconnected 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. 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 Procedures by Teachers of High Achievers (continued) 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. 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 II. Three Findings on Teacher Effectiveness 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. 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 Guided Student Practice 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. 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 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 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 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 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 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 Who Make Gist Construction Errors Most Frequently? Billy Dolores Diana Browning Wright, Teaching and Learning Trainings, 2005 Bruce Learning Strengths Project “Humiliation Protection” Affects Coping Skills The number one step in effective support of students with learning differences/disorders The student must feel entirely safe from humiliation and its lethal effects excessive negative comments conspicuous negative comments policies that openly expose or stigmatize Diana Browning Wright, Teaching and Learning Trainings, 2005 Learning Strengths Project “Humiliation Protection” Affects Coping Skills Negative practices result in serious complications behavioral motivational affective …AND THEY DON’T WORK! Diana Wright, Teaching and2002 Learning Trainings, 2005 DianaBrowning Browning Wright, DCS 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 Teachers Provide Extensive Practice Cognitive processing research’s conclusion - students need extensive practice in order to develop wellconnected 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 III. Intervention Studies on Teaching Cognitive Strategies Students were taught cognitive strategies to apply to their learning “Cognitive strategies” defined: Guiding procedures to help students complete less-structured tasks, e.g., reading comprehension and writing. 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 Contrasting “Less-Structured” Tasks 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 “wellstructured” tasks. Can’t develop algorithms students use to complete these 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 A direct procedure An algorithm to be precisely 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 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-step manner, 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 In the process of generating questions, students must search the text combine information, These processes serve to help students comprehend what they 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 Comprehensive Summary of Interventions See Pressley et al. (1995) for: Intervention studies-in reading, writing, mathematics, and science, combined with description of the cognitive strategies and instructional procedures 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 Surprise! Teaching is a Science AND Teaching is an Art Scope and Sequence Counts! Diana Browning Wright, Teaching and Learning Trainings, 2005 Cognitive Apprenticeship The instructional process by which teachers provide and support students with scaffolds as the students develop cognitive strategies. Students need apprenticeships of different durations 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 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 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 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 Fast Facts On Scaffolds "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. 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 Scaffolds to Teach Cognitive Strategies 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. 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. 8. 9. 10. 11. 12. 13. Provide a cue card Guide student practice. Provide feedback and corrections. Provide and teach a checklist. Provide independent practice Increase student responsibilities. 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 Question Stems Are scaffolds used to aid the learners’ acquisition of information Provide a procedural map for what to do with lots of details Diana Browning Wright, Teaching and Learning Trainings, 2005 Sentence Stems to Scaffold Learning 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 ________. 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 Sentence Stems to Scaffold Learning 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 . . .? 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 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. 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 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 Skillful Strategy-Based Instruction is “Differentiated Instruction” 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 use 5. Verbal rehearsal of the steps of the strategy to 100% criterion. Visual reminders (chart, checklist, schedule) are provided. Diana Browning Wright, Teaching and Learning Trainings, 2005 Skillful Strategy-Based Instruction is “Differentiated Instruction” 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! 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 increase as 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 Assess students’ achievement of a mastery level, Provide for additional instruction when necessary Beware! Lack of review Lack of periodic monitoring of 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 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 The Most-Effective Teacher Teaches Well-Structured Tasks 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 Diana Browning Wright, Teaching and Learning Trainings, 2005 What Does The Well-Structured Lesson Look Like? Review First Review homework and any relevant previous learning Review prerequisite skills and knowledge for the lesson 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 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 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: 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 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 Teaching Well-Structured Tasks 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 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 Engaging Instruction Look Like? I DO IT Struggling learners need US to: gain attention & clearly model cue students to notice critical aspects of the model model thinking too - “mental modeling/direct explanation” Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 What Does Explicit Engaging Instruction Look Like? WE DO IT Struggling learners need: Provide Thinking Time Structure/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. Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 What Does Explicit Engaging Instruction Look Like? YOU DO IT Struggling learners need: individual responses; oral, written, point/touch/demo coaching students to apply the strategy previously taught Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 Throughout Instruction: Monitor and Assess “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 ? 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 Assessment is Not Instruction “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 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 & Concepts Accommodations Modifications Compare to Differentiated Instruction/Effective Instruction Diana Browning Wright, Teaching and Learning Trainings, 2005 Legal Justification Accommodate, Modify, and Support 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. Diana Browning Wright, Teaching and Learning Trainings, 2005 Adaptations Accommodations Modifications 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 to demonstrate what is known. Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made to provide student meaningful & productive learning experiences based on individual needs & abilities. Grading is same 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 What is modified with modifications? The Goal of the Activity 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). 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. Pg. 1-6 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. Input * 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. Difficulty * Adapt the way instruction is delivered to the learner. Adapt the skill level, problem type, or the rules on how the learner may approach the work. 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. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs. Participation * Alternate Goals 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. 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. Substitute Curriculum Sometimes called “functional curriculum” 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). 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. 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. 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 demonstrate mastery? If I reduce practice and student can still demonstrate mastery? Diana Browning Wright, Teaching and Learning Trainings, 2005 Nine Types of Curriculum Adaptations 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. 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 Nine Types of Curriculum Adaptations 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. 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 Nine Types of Curriculum Adaptations 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. 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 IN Input Enhancement Use strategies and scaffolds To accommodate diverse learners. Accommodation during INPUT A service or support to help fully access the subject matter and instruction. Diana Browning Wright, Teaching and Learning Trainings, 2005 IN Input Enhancement Using graphic organizers when teaching content… Organization of ideas is self-evident to students. Reduces information processing demands needed to understand new information. 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 Visual Displays Activate prior knowledge during instruction. Function as an accommodation when they scaffold the creation of linkages among information in the learner’s longterm memory. 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. Diana Browning Wright, Teaching and Learning Trainings, 2005 Nolet (2000) 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 DevicesFor 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 IN Input Accommodations Are Foundational Interventions: The key to differentiated instruction: Use guided practice, strategies and scaffolds They accommodates diverse learners Diana Browning Wright, Teaching and Learning Trainings, 2005 Nine Types of Curriculum Adaptations 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. 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 Nine Types of Curriculum Adaptations 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. 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. Diana Browning Wright, Teaching and Learning Trainings, 2005 Output Goal 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. 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. Diana Browning Wright, Teaching and Learning Trainings, 2005 Output-comparisons 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. Modifications Educators 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 Diana Browning Wright, Teaching and Learning Trainings, 2005 Testing Output Changes How do you know which output change is which type of adaptation? High Stakes Testing. The test publisher tells you about normreferencing 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. Diana Browning Wright, Teaching and Learning Trainings, 2005 Testing Output Changes 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. Modifications Educators 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. Diana Browning Wright, Teaching and Learning Trainings, 2005 IN In a Nutshell: The most critical components of “Effective Instruction” and “Accommodation Planning” 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 In a Nutshell: The Testing Nuance 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 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 In a Nutshell: Students with IEPs Are entitled to removal of barriers to accessing and progressing in core/general curriculum 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 Nine Types of Curriculum Adaptations 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). Diana Browning Wright, Teaching and Learning Trainings, 2005 Participation Enhancement to Increase Student Engagement 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. Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 Participation/Enhancement 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. Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 Participation AND INPUT IN 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. 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. Diana Browning Wright, Teaching and Learning Trainings, 2005 Nolet (2000) Input & Participation Enhancement Comprehension instruction: PALS http://kc.vanderbilt.edu/kennedy/pals/ - Stronger reader reads a paragraph. - Weaker reader prompts. Diana Browning Wright, Teaching and Learning Trainings, 2005 IN Input & Participation Enhancement IN Weaker reader prompts stronger reader to: 1. Name the Who or What. * identification 2. 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) 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 Nine Types of Curriculum Adaptations 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. 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 Activity: Michelle’s Accommodation History 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. (_____________________) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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. (______________) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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. (___________________________) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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. (__________________________) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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. (_______________________) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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… Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History …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. Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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 Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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 Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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. (_________________________) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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-ontape 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 (_____________________) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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-ontape 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) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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 (______________________) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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.) Diana Browning Wright, Teaching and Learning Trainings, 2005 Activity: Michelle’s Accommodation History 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. Diana Browning Wright, Teaching and Learning Trainings, 2005 Teaching Students About Accommodations-Self Advocacy The Learning Strengths Project Diana Browning Wright, Teaching and Learning Trainings, 2005 Learning Strengths Project A form of educational caregiving (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. 2. 3. 4. Seminars Teach About Learning Group Demystification Classroom Follow-up Portfolio Development Connecting seminar and individual learning strengths Conferences Ownership Demonstration: Asking For & Analyzing My Accommodations/ Modifications Diana Browning Wright, Teaching and Learning Trainings, 2005 Component One: Seminars PART ONE: Teach about learning All Learners Developmental Functions 1. 2. 3. 4. 5. 6. 7. Variability +/Dysfunction Disability Handicap Attention Simultaneous/Sequential Processing Memory Language Higher-Order Cognition Motor Social Skills Diana Browning Wright, Teaching and Learning Trainings, 2005 Synchronized interplay of these functions lead to successful learning. Component One: Seminars 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. Diana Browning Wright, Teaching and Learning Trainings, 2005 Component One: Seminars PART TWO: Group Demystification 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. Diana Browning Wright, Teaching and Learning Trainings, 2005 Component Two: Seminars PART THREE: Classroom Follow-up • 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 Diana Browning Wright, Teaching and Learning Trainings, 2005 Component Two: Portfolio Development Connecting Seminar and Individual Learning Strengths • 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 Diana Browning Wright, Teaching and Learning Trainings, 2005 Component Three: Conferences One-to-one Meetings With Staff 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 Meet with the student one-to-one following the steps listed below: 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 Full page Comp 3 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.” 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. Diana Browning Wright, Teaching and Learning Trainings, 2005 * Adapted with permission from the work of Dr. Mel Levine, M.D. 3-3 Conference Content 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 Diana Browning Wright, Teaching and Learning Trainings, 2005 Conference Content (continued) 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.” Diana Browning Wright, Teaching and Learning Trainings, 2005 Conference Hints 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, nonaccusatory, 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. Diana Browning Wright, Teaching and Learning Trainings, 2005 COGNITIVE/ACADEMIC AND BEHAVIORAL/SOCIAL PHENOMENA TASK PHASE COGNITIVE/ACADEMIC ELEMENTS FUNCTION DYSFUNCTION BEHAVIORAL/SOCIAL ELEMENTS FUNCTION DYSFUNCTION PLANNING Strateging Reflecting on task requirement Cognitive Impulsivity No awareness of sequence of behaviors SELECTION Vigilance and awareness of saliency Poor saliency Action choice determination; incidental learning Frequent focus on minor features of a task 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 Diana Browning Wright, Teaching and Learning Trainings, 2005 Prediction of Consequence Lack of behavioral judgment Unintended actions Risk taking behaviors with no forethought 2-4 HHp3.9 Attention Cockpit Interview Small Group or Individual Interview Diana Browning Wright, Teaching and Learning Trainings, 2005 Component Four: Ownership Ownership of Bypass Strategies - Teach Students to Ask for Accommodations 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 Component Four: Ownership True Ownership of Bypass Strategies - Teach Students to Ask for Accommodations 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). Diana Browning Wright, DCS 2002 Diana Browning Wright, Teaching and Learning Trainings, 2005 Mel Levine, M.D. Component Four: Ownership 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. 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 Brendan 11th grader, legally blind, learning problems-IEP Achievement on par on many parameters 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 All range from least restrictive to most restrictive Only modifications require IEPs See 1-8 Diana Browning Wright, Teaching and Learning Trainings, 2005 least restrictive to most restrictive Accommodations/Modifications 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: 2. Roadblock: 3. Roadblock: Lack of Visible District-Wide Commitment Lack of Legal Knowledge 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 Decreasing Resistance 4. Roadblock: 5. Roadblock: Lack of Clarity in Writing, Assigning Implementers, Establishing Accountability and Explaining Plans Immediately Lack of Addressing The Five Key Reasons Educators Typically Are Reluctant To Accommodate Diana Browning Wright, Teaching and Learning Trainings, 2005 Decreasing Resistance 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 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 Diana Browning Wright, Teaching and Learning Trainings, 2005 Fictitious picture 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 Diana Browning Wright, Teaching and Learning Trainings, 2005 Fictitious picture Diana Browning Wright, Teaching and Learning Trainings, 2005 Additional Training Materials Diana Browning Wright, Teaching and Learning Trainings, 2005 Additional Training Materials Input/Output Adaptations and Differentiated Instruction 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 longterm 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 Especially for Struggling Learners 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 Research Connections In Special Education, Fall 1999 #5 CEC Diana Browning Wright, Teaching and Learning Trainings, 2005 Universal Design 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! Center for Applied Special Technology (CAST) Diana Browning Wright, Teaching and Learning Trainings, 2005 Universal Design 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 Diana Browning Wright, Teaching and Learning Trainings, 2005 Universal Design 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 Diana Browning Wright, Teaching and Learning Trainings, 2005 Diana Browning Wright, Teaching and Learning Trainings, 2005 Effective Reading Instruction for Struggling Kids What We Thought: Student with reading difficulties require qualitatively different reading instruction (e.g. reading styles, perceptual training, colored lens, etc.) Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 What works with struggling students? 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** Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 Effective Reading Instruction for Struggling Kids What We Now Know: 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 Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 Grouping: Issues & Options Homogeneous Grouping: Skills-Based Lessons - usually best to group by need e.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 Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 Grouping: Issues & Options We need BOTH homogeneous AND heterogeneous options - depends on: - the purpose - the subject - the range of prior knowledge Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 Grouping: Issues & Options Heterogeneous Grouping: Conceptual/Content-based lessons usually best taught in heterogeneous groups: diverse experience/views etc. enrich the activity e.g. - Science, Social Studies, Core Literature WITH plenty of scaffolded instruction (e.g. Graphics, partners) Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 What Does Explicit Engaging Instruction Look Like? I DO IT Struggling learners need: gain attention & clearly model cue students to notice critical aspects of the model model thinking too - “mental modeling/direct explanation” Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 What Does Explicit Engaging Instruction Look Like? WE DO IT Struggling learners need: Provide Thinking Time Structure/prompt engagement: choral responses partner responses correction/feedback - remodeling, more examples, etc. Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 What Does Explicit Engaging Instruction Look Like? YOU DO IT Struggling learners need: individual responses; oral, written, point/touch/demo coaching students to apply the strategy previously taught Adapted from Dr. Kevin Feldman, 12/01 inservice Diana Browning Wright, Teaching and Learning Trainings, 2005 What is “fair”? One-shot teaching that leaves behind students? or 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 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. dwright@dcs-cde.ca.gov (323) 222-8090-ext. 353 Diana Browning Wright, Teaching and Learning Trainings, 2005 Diana Browning Wright, Teaching and Learning Trainings, 2005
