Meeting the Needs of Diverse Learners

1. Meeting the Needs ofDiverse Learners Math

2. The PlanSWBAT: Discuss inclusive strategies and work to develop a math specific assessment rubric • Curricular Overview • What is Adaptive/Inclusive Instruction • SWBAT: being clear about the goal and assessment • Instructional models • Paperwork strategies • Activity Transition • Assignment guidelines • Demonstration of Learning • Tools • Reporting • Games

3. What are the comparative Curricular Key Concepts? Examine the grade specific concepts Discuss the common concepts and scaffolded skills

4. What is Adaptive/Inclusive Instruction? • Inclusive Instruction is built on the foundation of UDL (Universal Design for Learning) • UDL is Multiple means of representation of concepts, multiple means of engaging in learning the concepts, and multiple means of expression for students to demonstrate what they have learned • A UDL classroom is more flexible and provides accessibility for all students • Regardless of students’ abilities or differentiated learning styles, every student needs and has the right to access the curriculum. • UDL provides student with multiple means of representation, engagement, and expression

6. What does Inclusive Instruction look like?Whole Brain Teaching • The Basics… • “Class” – “Yes” • “Teach” – “Okay” • “Mirror Words” • Let’s Try it!

7. Multiple Ways to Engage learnersin Diverse Classrooms • Auditory • Listening • Listening and re-telling (better) • Listening, asking and answering questions (even better) • Visual • Using a visual referent (table, chart, anchor chart) • Highlighting, colour-coding, symbol integration • Graphic representation • Tactile-Kinesthetic • Using manipulatives • Building a model • Using response cards • Using a game format • Affective • Working on student interests • Working with a partner, alone, or in cooperative/collaborative groups • Group discussions • Giving feedback • Technology options • Using a talking calculator • Creating graphs, spreadsheets • Interactive games • Using blogging or messaging

8. SWBATWhat is the goal? • Every lesson, every day, the students need to know the AIM • What is expected? • What learning outcome is being assessed? • What is the success criteria? (Evidence) • How will they be assessed?

9. Rubrics • Assessment tools are ideally developed with the learners • Rubrics provide a road map, a tool for assessment for/as/of learning • Rubrics can be process based, participation/effort based, collaborative member based, or a combination • A standard scale (1-3 or 1-4) needs to be established and posted for learners • This is used during observation and checklist assessment

10. Let’s vary the instructional model • Instructional variations… hmmm… • Whole brain strategies • Connect those left and right hemispheres • Varied learning styles • Musical • Kinesthetic • Visual • Oral

11. Whoa!!! There’s a first…. • Work with a Growth Mindset • Focus on understanding • Frame challenges as opportunities • Ask questions, look for feedback • Be open minded • Other ways of Thinking • Identify patterns, make generalizations • Generate possibilities • Formulate plans, monitor results Create a welcoming environment • Consistent • Colours? 2-3 solid colours • music • Invite • Eat • Share • Train • Format • organized • Calm • Consistent

12. Pesky Paperwork • Be consistent • Model page set-up • Create cross grade consistency • Use graph paper • Addresses alignment, spacing, general organization • Create space • Fold page in 4… max # of questions/page • Simplify but clarify • Use colour coding, underlining, boxes, circles, arrows • Standards

13. Activity Transitions • How often? • Every 15-20 minutes, 30 minutes at the longest • Management …. PRACTICE!! • Call to attention • Be consistent • Be patient • Incorporate whole brain strategies • Safe space • Work with a partner or group • Choice • Safety nets!!

14. Assignment Guidelines • SWBAT? (teacher knows, learner knows) • How being assessed? • Time provided? • Scaffolded skills required? • Gradual Release • Model • Process • Meta-cognition • Share process • Release process • small group may require re-teaching, clarification, or guided practice • More than a small group? This indicates a new approach is needed, more modeling, shared process

15. Make learning visible! • Self-reported grades effect highest levels of improvement and learning • With regards to one’s understanding or performance • Effective feedback prove next most effective • Results communicated within 24 hours • Opportunities to discuss with partners, evaluate thinking, and make amendments 3 Essential Questions • Where am I going? • How am I going? • Where to next?

16. Strategies to Activate Prior Knowledge Learners need to know what they CAN do before they learn! • Carousel brainstorming • Two minute talks • Think-pair-share • Talking drawings • First word • Walk around survey • Three step interview • In the hot seat • T.H.I.E.V.E.S. • Kinesthetic T.H.I.E.V.E.S. • T.H.I.E.V.E.S. Questions • Read some picture books • There are many with basic and advanced math concepts

17. Solo Taxonomy

18. Using the science model, work with partners to develop a ‘Snakes and Ladders Game!’ for a math concept at your grade level

21. Demonstration of Learning • SWBAT - What is being assessed? • Diverse learners = Diverse ways demonstrate learning • Daily observation!! 3 – 6 learners/day • Use a checklist • Identify skills to observe • Rate using established 1 – 4 scale (posted in class)

22. What is this 1-4 rating scale? • 1 = shows incorrect operations & calculations, shows no understanding of how to get answer • 2 = shows incomplete operations & calculations, shows little understanding of how to get answer • 3 = shows correct operations but minor calculation errors, shows understanding of how to get answer • 4 = shows correct operations & calculations, clearly shows understanding of how to get answer

23. How else can learning be assessed? • Oral demonstration of learning • Meta-cognition • Ability to verbalize process and understanding • Enrichment: Extension to abstract applications • Written • Part of assessment, not the whole • Graphic • Model • Use manipulatives to demonstrate learning • Journaling • Student work samples • Variety of presentations • Observations • Projects

24. Toolkits • Build toolkits for success • Calculators • Formula anchor charts • Reference charts for student use • Reference tables • Manipulatives always available

25. Exit Tickets • Exit tickets and ‘keep, grow, change’ templates • One of the things that I like to do with my classes involves giving them an exit ticket at the end of the lesson. You can use exit tickets for a variety of uses: • Students creating their own learning outcomes for next lesson • Setting targets for their next lesson • Highlighting their best learning moment in the lesson • Writing questions – swapping them with another student. Answer it, and that’s your ticket. • Summarize learning in 5 sentences, then 5 words, then one… that’s your ticket • Draw learning from the lesson. When another student guesses it – that’s your ticket. • Write your learning in one word. Play charades until another person guesses it. That’s your ticket. • Take turns to write one word on the ticket and pass it round. When it’s complete, that’s your ticket…