The Inclusive Classroom: Strategies for Effective Differentiated Instruction By Margo A. Mastropieri Thomas E. Scruggs Blanche Jackson Glimps, Contributor The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Effective Differentiated Instruction for All Students Chapter 6 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Objectives  Describe the PASS variables and their application to effective instruction in inclusive settings.  Describe how to Prioritize instruction.  Describe how to Adapt instruction.  Describe how to Systematically teach in inclusive settings.  Describe how to Systematically evaluate the outcomes of inclusive instruction. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

P: Prioritize Instruction Determine the relative importance of what you will teach What is very important for all students to learn and 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 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 The Common Core State Standards Initiative A state led effort to provide a clear and consistent framework to prepare students for post school environments. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Curriculum and Pacing Curriculum-course of study for each discipline and the scope and sequence necessary to build conceptual understanding Curriculum may be the same for every student and can be selected to address specific learner needs Pacing- rate at which teachers and students proceed through the curriculum Some students may require more or less time to move through the curriculum The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 and are the heart of differentiation The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Base Adaptations on Student Characteristics Physical Sensory Language Literacy Emotional/Behavioral The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Types of Learning Different tasks require different types of learning Discriminations Facts Rules Procedures Concepts Problem solving/critical thinking The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Levels of Learning How well something will be learned Acquisition Accuracy level criteria Fluency Combines accuracy with time Application Applying learned skills to relevant contexts Generalization Transfer learning to novel situation Identification Pointing, matching, multiple-choice Production Responses like writing, saying, computing The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Universal Design Developing materials or the environment to improve accessibility for all learners from initial design Three Guiding Principles proposed by CAST Multiple means of representation Multiple means of action and expression Multiple means of engagement CAST provides guidelines for development of new materials to promote accessibility for diverse learners rather than adapting existing materials The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

S: Systematically Teach Structure your lesson and communicate it to students Communicate purpose Tell students the components of the lesson Emphasize critical points, summarize and review throughout 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 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Characteristics of Highly Engaging Teachers Academic engagement is the intensity and emotional quality of children’s involvement in initiating and carrying out learning activities Four themes related to instructional engagement Instructional quality Responsiveness to student needs Socio-emotional climate of the classroom Student autonomy The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Strategies Maximize On-Task Behavior Maximize Time for Learning Use effective questioning techniques Provide helpful feedback Praise students frequently Maximize Time for Learning Maximize on-task teacher behavior Streamline transition activities Reduce inappropriate verbalizations Reduce inappropriate social behavior Use strategies for individual cases The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

S: Systematically Evaluate 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 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Practice Activities Guided practice takes place under teacher supervision and is most appropriate immediately after presentation of the initial concept Independent practice is done with indirect teacher supervision and is undertaken when students’ rates of correct responding are very high and students can correct themselves Practice activities must be an appropriate level of difficulty Use the information as formative evaluation to determine progress The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Frequently Review and Evaluate Near the end of the lesson, summarize what has been learned and review this with students Provides formative data on student learning and retention over time Frequent review is important for students with disabilities The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.