1. Department of Special Education
SPED 780
Class 13
Classroom Practices
Judith Mack, MSEd, MSW
Adjunct Lecturer
Department of Special Education

2. Agenda Practical implications in the classroom Jonathon Mooney video
Key concepts related to the reading
Jonathon Mooney video
Group discussion
Power of 2 video
Lesson planning

3. Key Concepts: Accommodations and Modifications Inclusion
Differentiation
Collaboration
Higher order thinking
Knowledge based instruction
Affective based instruction

4. Inclusion
Students with disabilities are placed in general education classes, while classes are modified so that all students can access the curriculum. (Bender)
In an inclusive school, all staff members believe that it is their job to provide the best education for all students, respecting their pupil’s diversity and maximizing their potential. (Friend, 2008)

5. Collaboration & Co-Teaching
Collaboration - A style of interaction in which two or more professionals works together toward a common goal (Friend & Cook, 2003)
Co-Teaching - When two or more educators co- plan, co-instruct, and co-assess a group of students with diverse needs in the same general education classroom (Murawski, 2003)

6. Key Components of Effective Co-Teaching
Two or more co-equal credentialed faculty working together
Conducted in the same class at the same time
Shared responsibility, shared accountability
Both teachers delivering instruction
Heterogeneous groups of students
Same physical space
Co-plan, co-instruct, and co-assess

7. 6 Co-Teaching Models One Teach, One Observe Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching
One Teach, One Support
When there are two credentialed teachers in the room, it should look different from when there is only one. These are six basic models that can be used to maximize instruction.

8. What is Differentiation?
A teacher’s response to learner needs
The recognition of students’ varying background knowledge and preference
Instruction that appeals to students’ differences

9. What are the Components of Differentiated Instruction?
High Quality Curriculum
Continual Assessment
Respectful Tasks
Building Community
Flexible Grouping
Teaching Up

10. Differentiation of Instruction
Ongoing assessment and adjustment
Flexible grouping
Respectful tasks
Guided by general principles of differentiation, such as
Is a teacher’s response to learner’s needs

11. Why Differentiate?
All students can learn; all students do not learn in the same way
We know more than ever about how people learn
Students are diverse in terms of ability, culture, language, background knowledge, previous experience, learning style
One type of instruction does not serve all students equally
To be responsive to our students’ needs and engage them in their own learning

12. Teachers can differentiate
Teachers differentiate
Content
Process
Product
Environment

13. According to Student’s
Readiness/Ability
Interest
Learning Profile/Style
Through a range of instructional and management strategies

14. Higher Order Thinking: Bloom’s Taxonomy
Knowledge (most basic)
How does _____ compare/contrast to _____?
Who, what, when, where______?
Synthesis:
Describe__________________ ?
Comprehension:
What would you predict/infer from _____?
Retell _____ in your own words.
How would you create/design a new ______?
What is the main idea of ______ ?
Application:
Evaluation (most complex):
Why is _____significant?
What criteria would you use to assess______?
How is _____ an example of ____?
Do you agree with______?
Analysis:
Classify ______ according to ______.

15. Watered Up Curriculum: Goals of the Knowledge Dimension
Students construct knowledge
More depth, less superficial coverage
Archetype concepts, patterns
Developing relational understandings and real world connections
More student elaboration
Habits of mind, higher order thinking, information processing, and learning strategies
Ellis, 1997

16. Watered Up Curriculum: Goals of the Affective Dimension
Student reflection, risk taking, active participation
Social responsibility and collaboration skills amongst students
Enhancement of academic and social self-esteem
More intensive and extensive instruction targeting critical areas of need; progress carefully monitored
Ellis, 1998

17. Jonathon Mooney Video
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18. Turn & Talk
What stood out to you from the Jonathon Mooney talk? How can his framwork inform your practice?
What were the most important points or ideas for you in each of the readings? Why?
Determine as a group a few ideas you would like to discuss with the whole group.
What do you have questions about?
Be prepared to share and participate actively in the whole class discussion.

19. Power of 2 Video

20. Lesson Planning

21. For tomorrow
Research Roundtable-5 minute presentation of your research
Bring questions for review
Final Wednesday (online)