Effective Differentiated Instruction for All Students Chapter 6

PASS Variables A way of thinking and approaching differentiated, inclusive instruction Prioritize objectives Adapt instruction, materials, or the environment Systematically teach with the “SCREAM” variables Structure, clarity, redundancy, enthusiasm, appropriate rate, maximized engagement Systematically evaluate outcomes

P: Prioritize Instruction Determine the relative importance of what you will teach What is very important for all students to learn? What is less important? Plan for content coverage Base instruction on prioritized objectives Consider scope and sequence Select appropriate curriculum Pace instruction to maximize coverage

Base Instruction on Prioritized Objectives Objectives state the outcomes of instruction in ways that allow you to determine if instruction was successful Objectives specify Content of the objective Conditions under which student’s performance will be assessed Criteria for acceptable performance Example: Student will write five precipitating causes of the Civil War with 100% accuracy Try one

Plan Instruction Based on Scope and Sequence Scope- the breadth and depth of what’s covered Sequence- the order the content is presented Scope and sequence allow for long-term planning and evaluation of instruction Implications for time allocations Set overall pace of instruction

A: Adapt Instruction, Materials, or the Environment Adaptations link the characteristics of the curriculum with the characteristics of the learner and are the center of differentiated instruction Appropriate adaptations allow students of different abilities to succeed within the same curriculum

Universal Design Started with architecture and making buildings accessible to all from initial design Educationally- Developing materials or the environment to improve accessibility for all learners from initial design Center for Applied Special Education Technology (CAST) provides guidelines for development of new materials to promote accessibility for diverse learners rather than adapting existing materials

S: Systematically Teach Structure your lesson & communicate it to students Communicate purpose Tell students the components of the lesson Clarify Speak clearly and directly, eliminate vague language Redundancy Emphasize and reinforce most important aspects of lessons Enthusiasm Appropriate rate of presentation Maximize academic engagement The more time students devote to a subject, the more likely they are to master it

Strategies Maximize On-Task Behavior Maximize Time for Learning Use effective questioning techniques Provide helpful feedback Praise students frequently Maximize Time for Learning Streamline transition activities Reduce inappropriate verbalizations Reduce inappropriate social behavior Use strategies for individual cases

S: Systematically evaluate the outcomes of your instruction Frequently measure students’ progress toward goals and objectives Formative evaluation Frequent and systematic monitoring of learner progress Should be used at least twice a week Can be used on a variety of student outcomes

Strategies Implement curriculum-based measurement Monitor and evaluate practice activities Reinforce memory and comprehension Use both guided and independent practice Frequently review important material and evaluate student performance Students with disabilities may require more review to be successful