Chapter 5 Planning instruction by analyzing classroom and student needs
-INCLUDE: a strategy for accommodating students with special needs in the general education classroom http://www.cedu.niu.edu/tlrn/projectaccept/mod3_att/Chapter4Include.pdf
-2 important parts of INCLUDE:
-Universal design: the design of instructional materials, methods, and assessments that are compatible with a diverse range of student needs and minimize the need for labor-intense adaptations
- differentiated instruction: a form of instruction that meets students’ diverse needs by providing materials and tasks of varied levels of difficulty, with varying degrees of support, through multiple instructional groups and time variations.
-Step1 : Identify Classroom Demands
-Classroom management, classroom grouping, instructional materials, instructional methods
-Step 2: Note Student Learning Strengths and Needs
-academics, social-emotional development, physical development
-Step 3: Check for Potential Areas of Student Success
-Step 4: Look for Potential Problem Areas
-Step 5: Use information to brainstorm ways to differentiate instruction
-accommodations ( services or supports provided to help students gain full access to class content and instruction, and to help them demonstrate accurately what they know.), modification(changes in classroom instruction that involve altering student content expectations and performance outcomes)
-Step 6: Differentiated instruction
- select age-appropriate strategies, select the easiest approach first, select accommodations and modifications you agree with, determine whether you are dealing with a cant or wont problem, give students choices, select strategies with demonstrated effectiveness
-Step 7: Evaluate Student Progress
-Use of time: academic learning time and transition time
-same-skill grouping: classroom grouping arrangement in which all students needing instruction on a particular skill are clustered for that instruction
-mixed-skill grouping: classroom grouping arrangement in which students are clustered for instruction without focusing on specific skill needs
-direct instruction: research-based instructional approach in which the teacher presents subject matter using a review of previously taught info, presentation of new concepts or skills, guided practice, feedback and correction, independent student practices, and frequent review http://education.calumet.purdue.edu/vockell/edpsybook/edpsy2/edpsy2_direct.htm
-indirect instruction: a type of teaching based on the belief that children are naturally active learners and that given the appropriate instructional environment, they actively construct knowledge and solve problems in developmentally appropriate ways
-scaffolding: instructional approach for teaching higher-order thinking skills in which the teacher supports student learning by reviewing the cognitive strategy to be addressed , regulating difficulty during practice, providing feedback, increasing student responsibility for learning, and creating opportunities for independent student practice. http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1scaf.htm
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