1. Effective Differentiated Instruction for All Students
Chapter 6

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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