Collaboration for Success
Introduction to differentiation and adaptation of
the classroom curriculum and school environment
November 2013
Tena koutou/welcome
Karapōtia te tamaiti i ngā ringaringa ātawhai maha, kia taea
te kī atu, ko tāu rourou, ko tāku rourou ka pupū ake he oranga
pai
Surround the child with caring support, so that our
collaborative interactions will produce positive outcomes
2
Introduction
Objective of the
workshop
To begin the knowledge
building and inquiry
learning to embed
differentiation and
adaptation of the
classroom curriculum
and school environment
into practice
Getting to know you..
3
Universal Design for Learning
Universal Design
for Leaning
To understand and gain
an overview of the
concept of Universal
Design for Learning
Go to youtube to watch
the video Clip
4
Universal Design for Learning
Recognition
networks
The what of
learning
Multiple ways
of
presentation
Strategic
networks
The how of
Multiple ways
of action &
expression
Affective
networks
The why of
learning
learning
Multiple
means of
engagement
5
Universal Design for Learning
New Zealand Curriculum Online
Universal Design for Learning
Go to NZ Curriculum Online to watch the Video clip
6
Differentiation & adaptation
To have a clear understanding of the definitions of
differentiation and adaptation to the classroom
curriculum and school environment
7
Differentiations & adaptations
“Differentiations are
changes to the content of
the school and classroom
curriculum and expected
responses to it. These
changes support students
to experience success”
(Collaboration for Success: IEPs 2011, p12)
“Adaptations are changes
to the school and
classroom environment,
teaching and learning
materials, and associated
teaching strategies. These
changes support students
to access and respond to
the school and classroom
environment”
8
What do we need to do first?
To understand what
needs to be completed
prior to differentiation
and adaptation to the
classroom curriculum
and school environment
Overall Teacher Judgement
9
What do we need to do first?
How well do we know
the people in the group?
Knowledge of the student
How well do you know
your students?
10
Assessment for Learning
Plan and modify teaching and learning programmes
Identify student’s strengths
Identify student’s learning needs
Involve parents, families and whānau
(Assessment Online – TKI - http://assessment.tki.org.nz/
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What do we need to do first?
What assessments/tools/frameworks can you use
with students?
12
What do we need to do first?
Are all appropriate for students with special
education needs?
13
Examples of
Assessment/tools/frameworks
Narrative assessment
IEP process (goals)
Level of communication/comprehension
Day to day activities
Observation
Student/self/peer assessments
Detailed analysis of work
Formal assessment tools
CRSSC framework
14
Differentiation & adaptation
To consider 4 key areas when differentiating and
adapting the classroom curriculum and school
environment
To have a good understanding of differentiation and
adaptation of the classroom curriculum and school
environment in practice
15
Differentiations & adaptations
“Differentiations are
changes to the content of
the school and classroom
curriculum and expected
responses to it. These
changes support to
experience success”
(Collaboration for Success: IEPs 2011, p12)
“Adaptations are changes
to the school and
classroom environment,
teaching and learning
materials, and associated
teaching strategies. These
changes support students
to access and respond to
the school and classroom
environment”
16
Differentiations & adaptations
What do you do to differentiate and adapt the
classroom curriculum and school environment?
17
Differentiation & adaptation
Content
Process
Where would you place
some of the examples
now?
Product
Learning Environment
18
Differentiation & adaptation
Time
What are the barriers to
differentiation and
adaptation of the
classroom curriculum
and school
environment?
Teacher skill and knowledge
Differences in curriculum
levels
Access to resources
19
Implementing into practice
To explore different levels of differentiation and
adaptation to the classroom curriculum and school
environment
20
Implementing into practice
Flexible
Welcome to the dinner
party
Proactive
Provide choices
Anticipate
Provide alternatives
21
Implementing into practice
Multi level
differentiation of
the classroom
curriculum - same
content, different
level and/or
amount
22
Implementing into practice
23
Implementing into practice
Giangreco, M.F (2011)
24
Implementing into practice
Case Study…
Andrew is a Year 5 student who has delayed
language and learning skills. He also exhibits
challenging behaviours at times.
25
Implementing into practice
Case Study…
Amy is a Year 3 student with ASD.
26
Next steps
1. How can I capture success in differentiating and
adapting the classroom curriculum and school
environment?
2. How can I share my success with my colleagues
in either my school or community?
3. How can I help review our approach to school
and classroom curriculum task design so that it
is more inclusive from the outset?
4. Where can I go for more information?
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