1. Contemporary Issues November 8, 2010

3. TO DIFFERENTIATED INSTRUCTION If it’s not broken, don’t fix it: If your students are meeting or exceeding the NJCCS, are actively engaged, are thinking critically, and have strong skills, then keep it up!!! HOWEVER, If you are riding a horse and it dies, GET OFF!!! 1.CONTENT – What will I teach? What materials will I use? (same standards, varied materials) 2.PROCESS – How will I teach? (varied strategies) 3.PRODUCT – How will I assess? (varied assessments) 4.LEARNING ENVIRONMENT – How will I manage? You can DIFFERENTIATE:

4. Quantity*Time* Level of Support* Input* Alternate Goals Difficulty Participation* Output* Substitute Curriculum Adapt the way instruction is delivered to the learner. For example: Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups. Adapt the number of items that the learner is expected to learn or complete. For example: Reduce the number of social studies terms a learner must learn at any one time. Adapt the time allotted and allowed for learning, task completion, or testing. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Increase the amount of personal assistance with a specific learner. For example: Assign peer buddies, teaching assistants, peer tutors, or cross age tutors. Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs. Adapt how the student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials. Adapt the extent to which a learner is actively involved in the task. For example: In geography, have a student hold the globe, while others point out locations. Adapt the goals or outcome expectations while using the same materials. For example: In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well. Provide different instruction and materials to meet a learner’s individual goals. For example: During a language test one student is learning computer skills in the computer lab. Nine Types of Curriculum Adaptations

5. Essential Questions Does one size fit all sometimes, all of the time, or none of the time? Is there an end point to learning? Does “same” mean “equal”? Do we organize our classrooms for students’ learning or for our teaching?

6. Web-Quests Demonstrate pages and links and document uploading on a wiki. Demonstrate pages and links and document uploading on a powerpoint. Any Questions?

7. Sticks and Stones Video Applicable to students? What grade? Thoughts? If you were going to teach a lesson following, what would your EQ be? How would you assess that the students “learned” your EQ? How could you differentiate it to make sure that every child could be successful? BUT… still learn your EQ???

8. Do Schools Kill Creativity? Final: Develop a rubric and performance assessment for a task. Take a lesson and differentiate it.

9. Nov. 29 th – Dec. 13th Discussion topics: – Special Education / Law (LOVE THIS!!!!) – ESL Technology topics: -Twiducate / Twitter -Prezi

10. Homework WORK on your web-quest research!!!! Part 7, Educational Reform (Ryan) Chapters 6, 7 (Ramirez)