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Adaptations & Modifications

Adaptations & Modifications. Session 5: Designing the lesson sequence Shelley Moore SDL – Surrey/ Vancouver Cohorts. Looking back. Class Profile - Strengths/ Stretches/ Interests - Inclusion triangle - Set literacy (thinking) goals Planning Backwards - Set Content Goals (Know & Do)

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Adaptations & Modifications

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  1. Adaptations & Modifications Session 5: Designing the lesson sequence Shelley Moore SDL – Surrey/ Vancouver Cohorts

  2. Looking back • Class Profile • - Strengths/ Stretches/ Interests • - Inclusion triangle • - Set literacy (thinking) goals • Planning Backwards • - Set Content Goals (Know & Do) • - Determined Big ideas and Essential questions • - Designed summative assessment • Considering Diverse Texts • - level • - format • - variety Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  3. Looking Ahead • Lesson Design • - unit level approaches • - lesson level approaches • Next … • Specific Strategies • - adaptations • - modifications Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  4. A great lesson I once had… • Think back to a great lesson you remember in your school days? • - What do you remember? • - What made it great? • - Why do you remember it? Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  5. A great lesson is … • Purposeful • Constructive • Active • Engaging • Links to experience • AND… Schnellert, Watson, Widdess, 2013

  6. A great lesson is … • Strategic Schnellert, Watson, Widdess, 2013

  7. Our goal for any lesson is…. Student learningHow do we get there?? Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  8. Assessment • “We assess to gather evidence of student learning that will inform instructional decisions in ways that maximize that learning…As learning progresses, we and our students need regular information about what they have and have not yet learned. This permits us and them to make instructional decisions that keep them growing.” (Taylor & Francis, 1995) Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  9. Assessment to Instruction Assessment to Instruction Cycle: SD38, 2006

  10. Where does our work so far fit??? • Class Profile • A Discovered Strengths/ Stretches/ Interests • B Organized Inclusion/RTI triangle • C Decided on Literacy (thinking) goals • Backwards Planning • D Organized Content Goals (Know & Do) • F Extended goals for students on IEPs • G Determined Big ideas and Essential questions • H Designed summative assessment • Considering Diverse Texts • I level • J format • K variety • L content/theme Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  11. What areas have we not addressed yet?????? Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  12. Implementing/ Teaching: • Designing, “instructional activities that start with students’ current needs, interests and abilities and build from there to develop needed expertise” (Smith and Wilhelm, 2006) Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  13. Designing the lessons: • 1. Unit levelapproaches • 2. Lesson level approaches Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  14. Unit levelapproaches • -Workshop • - Starting with connections • -differentiation • - literature/ information circles • - cooperative learning • - project based learning • - inquiry • - arts integration • - cross curricular integration • - themes/issue based learning • - service learning Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  15. Workshop “The workshop model gives students tools for understanding content. Workshop emphasizes the interaction between a reader and a text. It builds independence and transfers easily to other contexts.” Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  16. Workshop • Another way to organize lessons in a unit • A common approach in reading and writing classes, nut not limited to them • Is an exceptionally wonderful approach for a classrooms including students with special needs Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  17. Workshop Workshop Structure: • Mini lessons • Short lessons developed based on information collected on students through out the unit around areas needing to be improved on • Independent working time • Although student may all be using different texts and stages of a project, they are all working on a similar process (e.g. writing cycle, reading strategies) • During this time, the teacher conferences with individual students to build additional skills • Sharing • After working, everyone comes back together and shares what they worked on, a success, a learning etc. Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  18. Starting strong with connections • “We want all students to connect what they and others already know to the ideas and concepts they will be studying.  We often start a learning sequence by asking students to predict, link, and compare key words, ideas, images, artifacts, or relationships before engaging with new content.” (Schnellert, Watson & Widdess, 2013) Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  19. Starting strong with connections • Make predictions • Hooks/ engages • Activate prior knowledge • Introduce new vocabulary Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  20. Unit level approaches • All the lessons in a unit • Which lessons would be considered “connecting lessons?” 1 2 3 4 5 6 7 Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  21. Connecting • Example lessons: • Making predictions • Vocabulary development • Building criteria Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  22. Predicting/ building vocabulary • Scenario: • You are beginning a Social studies unit. You have a lot of students who have ESL needs. Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  23. Predicting/ building vocabulary • Activity #2: • In your groups, discuss the meanings of the vocabulary words • Sort the words into categories that make sense to you Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  24. Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  25. Vocabulary building • What do I already do to help build vocabulary with my students? • What are some new things I would like to try in my classroom, to help build vocabulary with my students? Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  26. Building criteria • Scenario • Your summative assessment for a unit is to write a powerful picture book. • As a connecting lesson, students will be constructing the rubric that their summative assignment will be assessed. Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  27. Building criteria • Activity #2 • Look at the picture books on your table. • Using the “Placemat,” in your sections, write down features of the books that are • POWERFUL Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  28. Building criteria • As a group, share your powerful features • Group your features together • Come up with common categories • Write these categories in the center of the placemat Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  29. Building criteria • ***Your categories are the categories on your rubric!!!*** • Now… • Go back into the books • Fill in details in the “you got it!!!” column Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  30. Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  31. Building criteria • Next • fill in the other columns…. TA DA!!!!!!!!! A rubric!!! Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  32. Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  33. Other strategies for connecting students at the beginning of a unit: • KWL charts • 3-2-1 • Anticipation Guide • Think of a time… Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  34. Starting a unit strong • What do I already do to get my students to connect with a new unit? • What are some new things I would like to try in my classroom, to help connect my students to a new unit? Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  35. Lesson strategies • Zooming in: Lessons at the day to day level Lesson Level ZOOOOOOM Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  36. Lesson level approaches • - Phases of a lesson Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  37. Phases of a lesson • There are many strategies that we use to help students engage in content and develop thinking skills. These are categorized in three ways: connecting, processing, transforming(Brownlie & Close, 1988; Brownlie & Schnellert, 2009). Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  38. Phases of a lesson • Connecting: Activating prior knowledge/helping students connect what they are learning to what they already know • Processing: Helping students process new content/building their repertoire of meaning making strategies • Transforming/Personalizing: Provide opportunities for students to personalize and transform their learning Brownlie & Close, 1988; Brownlie & Schnellert, 2009

  39. Examples: Connecting Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  40. Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  41. What do these pictures have in common? Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  42. Integer Rap Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  43. Examples: processing Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  44. Cold numbers 1. Sort the integers into hot and cold (positive and negative). Hot numbers - 5, +10, +6, -12, +2, -3, -2, -1, +8 Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  45. ADDING INTEGERS CAN BE VERY EASY!!! HERE IS THE SHORTCUT. Imagine you have 2 teams: The Nantucket Negatives The Pittsburg Positives processing Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  46. When we look at the question now we sort the integers based on the team that scores. Now we need a scoreboard processing Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  47. Once the integers are all being ADDED, then we put it in the score board! (+60) + (+30) + (-10) + (-20)= Who scored first the positives or the negatives? What did they score? So we put that on the scoreboard! Now who scored next and what did they score? Keep going until all the integers are on the scoreboard. processing (+60) (-10) (+30) (-20) Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

  48. Take this integer question for example: (+60) + (+30) + (-10) + (-20)= (+ 60) processing The winning team becomes the first name of the integer The difference of the score is the last name of the integer (+60) (-10) (+30) (-20) Who Won??? How do you Know? How much did they win by? How did you figure it out? (90) (30) Final Score!!! Adaptations & Modifications- Planning the Lesson Sequence Shelley Moore, 2013

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