1. INCLUSION Universal Design & Differentiated Instruction

2. Addressing the realities of diverse classrooms Diverse in:  Student ability  Student language  Student culture  Student preferences

3. Differentiating Instruction To differentiate instruction is to:  Recognize students’ varying background knowledge, readiness, language, preferences in learning & interests, and to react responsively  Process to teaching and learning for students of differing abilities in the same class  Intent is to maximize each student’s growth and individual success by meeting each student where he/she is and assisting in the learning process

4. Principles of Effective Curriculum Design Big Ideas Conspicuous Strategies Mediated Scaffolding Strategic Integration Judicious Review Primed Background Knowledge

5. Differentiated Instruction Universal Design for Learning Content  what the student needs to learn or how the student will get access to the information Process  activities in which the student engages in order to make sense of or master the content; Product  products students create to demonstrate mastery of knowledge/skill Representation  Provide multiple, flexible methods of presentation Expression  Provide multiple, flexible methods of expression Engagement  Provide multiple, flexible methods for engagement

6. Differentiating Instruction

7. Content 1. Differentiating the Content/Topic Content can be described as the knowledge, skills and attitudes we want children to learn. Differentiating content requires that students are pre-tested to identify the range of student knowledge/skills related to the content  Align tasks & objectives to learning goals  Instruction is concept focused & principle driven Vary content:  Direct instruction  Application of concepts to problem solving  Permit students to accelerate their rate of progress. They can work ahead independently on some projects, i.e. they cover the content faster than their peers.

8. Differentiating Content Using reading materials at varying readability levels; Putting text materials on tape; Using spelling or vocabulary lists at readiness levels of students; Presenting ideas through both auditory and visual means; Using reading buddies; and Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.

9. Process 2. Differentiating the Process/Activities Varying learning activities or strategies to provide appropriate methods for students to explore the concepts. It is important to give students alternative paths to manipulate the ideas embedded within the concept.  For example students may use graphic organizers, maps, diagrams or charts to display their comprehension of concepts covered. Varying the complexity of the graphic organizer can facilitate differing levels for students of differing ability.graphic organizers

10. Differentiating Process Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity; Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them; Developing personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early; Offering manipulatives or other hands-on supports for students who need them; and Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.

11. Product Differentiating the Product Varying the complexity of the product that students create to demonstrate mastery of the concepts.the product  Students working below grade level may have reduced performance expectations, while students above grade level may be asked to produce work that requires more complex or more advanced thinking.  Sometimes it is motivating for students to be offered choice of product. product.

12. Differentiating Products Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels); Using rubrics that match and extend students' varied skills levels; Allowing students to work alone or in small groups on their products; and Encouraging students to create their own product assignments as long as the assignments contain required elements.

13. Differentiating the Learning Environment Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration; Providing materials that reflect a variety of cultures and home settings; Setting out clear guidelines for independent work that matches individual needs; Developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately; and

14. Universal Design for Learning

15. Representation Provide multiple examples Highlight critical features Provide multiple media & formats Support background context

16. Representation  Emphasize use of digital formats to provide flexibilty; more flexible than traditional formats (speech, printed text & printed images)  Makes it feasible to modify & customize formats to needs of the student  Technology Resources

17. Expression Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities for demonstrating skills

18. Engagement Offer choices of content and tools Offer adjustable levels of challenge Offer choices of rewards Offer choices of learning contexts

19. Universal Design for Learning

20. Set Goals Teachers establish the context for instruction. Context is usually based on state standards, followed by the design of goals for instruction.  It is recommended that teachers closely evaluate state standards to assure alignment & assure that the means for attaining the goals are separated from the goals and standards  Oregon Grade Level Standards  http://www.ode.state.or.us/search/page/?id=2860 http://www.ode.state.or.us/search/page/?id=2860

21. Analyze the Current Status Identify the current methodologies, assessments and materials used to teach the lesson  Analyze teaching procedures with an eye to potential barriers of learners in the classroom  Do all students have access to the materials?  Are students able to express themselves with the current methods & materials?

22. Apply UDL to the Lesson/Unit Create the UDL lesson plan (including goals, methods, assessments & materials), grounded in the learning goals, classroom profile, methods & assessment, and materials and tools. Collect and organize materials that support the UDL lesson

23. Teach the UDL Lesson/Unit Minimize barriers & realize the strengths & challenges each student brings to learning. Rely on effective teaching practices and apply challenges appropriate to each learner. In this way teachers can engage more students & help all students progress.  When teaching & evaluating students work, also evaluate & revise the lesson/unit to assure student access & success.

24. Differentiated Instruction Offer choices of content and tools:  Choice of resource materials  Choice of access (text, digital, audio)  Choice of response style Offer adjustable levels of challenge:  To research answers to science questions:  Offer multiple texts, representing a range of difficulty levels & different means to access the texts  If decoding is challenging, the students could use a simpler text and/or access the information via audio or digital read aloud

25. UDL Example: Science Project Provide multiple media & formats  Teacher located several (4-5) resources, in this case, books of different reading difficulty, containing the same science constructs on seed life cycles  Books were also made available digitally as well as on audio tape for flexible accessibility so materials were available in a variety of media and formats

26. UDL Example: Science Project Provide opportunities to practice with support  Students have option to work in selected pairs as they search for answers to science questions  During guided practice and independent practice portions of each lesson, the teacher provides supports by checking & prompting Offer flexible opportunities for demonstrating the skill  Allow students varied approaches working & responding

27. Offer Choices of Learning Contexts Choices to diversify available learning contexts:  Students can:  select a variety of methods to respond to science questions (written, scribed, recorded)  Opt to work independently or with a partner during the assignment completion portion of the lesson  Select the “right book” based on difficulty and/or interest

28. 1 st grade video on UDL application http://www.youtube.com/UDLCenter#p/a/DD6870 F2D42327F3/2/KuTJJQWnMaQ http://www.youtube.com/UDLCenter#p/a/DD6870 F2D42327F3/2/KuTJJQWnMaQ

29. DARCH & KAME’ENUI, 200 Manipulating Academic Tasks

30. Instructional Classroom Management The nature, structure, and demands of a task can set the stage for student success and participation or failure and potentially problem behavior What can I do to change task presentation to make the student more likely to engage in the instructional task and less likely to avoid task/misbehave  Depending on challenge of task, may also need to alter/increase amount of reinforcement provided for some students

31. Task Dimensions of Instruction Task History Task Response form Task Modality Task Complexity Task Schedule Task Variation

32. Manipulating Task Dimensions We can manipulate aspects of tasks and/or the way we seek student responses to increase the chances that students will participate and be successful with the task Likelihood of Failure with Task DecreasedIncreased (task made easier) (task made more difficult) DecreasedIncreased Likelihood of Problem Behavior/Refusal

33. Task History Status of the task and extent that the task has been taught before and the likelihood that the learner will be familiar with it  New v. familiar tasks Likelihood of Failure with Task Decreased (easier task)(more difficult) Increased   (more familiar/reviewed items) (newer material) DecreasedIncreased Likelihood of Problem Behavior/Refusal

34. Task Response Form The manner in which students are required to respond to the task or teacher  Yes/No  Choice  Production

35. Task Modality The mode of response required of the student  Oral  Motor  Written

36. Task Complexity The extent to which a task involves multiple steps, new concepts, unfamiliar procedures and so on  Easy v. Hard

37. Task Schedule The amount of time allocated to complete a task  Abbreviated v. Extended

38. Task Variation The sequence in which easy or hard tasks are sequenced within a lesson  Varied v. Unvaried

39. Task Dimensions Task History  New v. familiar tasks Task Response form  Yes or No/Choice/Production Task Modality  oral/motor/written Task Complexity  Easy v Difficult Task Schedule  Abbreviated v. extended Variation  Varied v unvaried