0. The Inclusive Classroom: Strategies for Effective Differentiated InstructionBy
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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

1. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

2. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

3. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

4. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

5. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

6. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

7. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

8. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

9. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

10. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

11. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

12. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

13. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

14. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

15. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

16. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

17. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

18. 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 © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.