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Inclusion Pedagogy: Understanding Constraints to Differentiated Instruction

Inclusion Pedagogy: Understanding Constraints to Differentiated Instruction. Thomas E. Moran, Ph.D., CAPE James Madison University Andrea R. Taliaferro, Ph.D., CAPE West Virginia University. What are your U nique Characteristic?. Greatest Characteristic? Greatest Challenge?.

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Inclusion Pedagogy: Understanding Constraints to Differentiated Instruction

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  1. Inclusion Pedagogy: Understanding Constraints to Differentiated Instruction Thomas E. Moran, Ph.D., CAPE James Madison University Andrea R. Taliaferro, Ph.D., CAPE West Virginia University

  2. What are your Unique Characteristic? • Greatest Characteristic? • Greatest Challenge? JMU PHETE

  3. Make Up of Your Class • You have 20, 30, 40+ students in your class • What is the make-up of your class?: • Athletic (Competent or Proficient) • Individuals with Disabilities (low) • Middle of the Road? Everybody Else? JMU PHETE

  4. Who is Everybody Else? Withdrawn or No problem ESL or Culture Abused Single Parent Low SES or At Risk Obese JMU PHETE

  5. 5 E’s to Meeting Needs of All Learners • Engage • Educate • Equip • Empower • Evaluate

  6. Engage • Reflect on this…. Do you have 2 athletes; 3 students with documented disabilities; and 20 typical students? OR Do you have 25 diverse learners? • All Good Physical Education is Adapted Physical Education • Claudine Sherrill JMU PHETE

  7. Inclusion Pedagogy • We tell our teachers to be inclusive and introduce them to the concept of inclusion (the WHAT) BUT…Who do I reach?? • do we teach them the HOW? • How to understand constraints all learners face? • How to apply a developmental process to ensure the needs of all students are met? • How to implement strategies to create an inclusive environment? • How to apply pedagogical skills to situations to benefit all learners

  8. Inclusion Pedagogy • Two Part Process • Newell’s Model of Constraints • Developmental Differentiation

  9. Educate • Newell’s Model of Constraints • Learning Process & Learning Styles • Understanding Sensory Needs • Providing Structure & Consistency • Nuts and Bolts of Disability JMU PHETE

  10. Newell’s Model of Constraints

  11. Name the Individual, Environmental, and Task Constraints • Think about TENNIS FOREHAND • Identify the types of constraints • Individual? • Environmental? • Task?

  12. Equip • Task Analysis of Skill • Purposeful Differentiation = Success • Learner Needs • Type of Learner/communication, etc. • Management & Delivery • Instructional Skills • Addressing Sensory Needs JMU PHETE

  13. Learning Style/Instructional Preference • Listening to Directions • Auditory learner?; Feedback? • Teach Me! • Find a Partner JMU PHETE

  14. Management & Delivery • Three Keys to Delivery: • Task Analysis & Appropriate Progression • Clear Purpose – Meaningfulness • Defined Goal – How many times must I do this task; Setting individual expectation? JMU PHETE

  15. Developmental Differentiation • Understanding that all students are at different levels • Creating an age appropriate developmental sequence to help students master the skill

  16. Activities • Striking progression • Fielding and Throwing • Juggling Progression • Dribbling Progression

  17. Constrain Performance • Environment & Equipment can be your second teacher • Structured learning/feedback • Choose a component within your skill & develop an activity to constrain their performance

  18. EMPOWERED? • Are you engaged? – have you bought in? • How many types of learners do you have? • Are you educated? – do you understand your learner’s needs/constraints as well as abilities! • Are you equipped? – Can you address your student’s needs • Have strategies to help them be successful? • If you answered YES to all – you are EMPOWERED JMU PHETE

  19. EMPOWERED? ARE YOU ON THE ROAD TO POSSESSING the tools to meet the needs of 25 diverse learners? JMU PHETE

  20. Evaluate • What do I still need in my toolbox? • How can I better help my peer(s)/student(s)? • Can I manipulate the task or the environment to help my student(s) be more successful • Because I CANNOT CHANGE THE LEARNER!!! JMU PHETE

  21. THANK YOU • "Regardless of your ability or disability we all face challenges in life.  One can see them as hurdles or barriers.  Barriers are designed to hold people back.  Hurdles are made to jump over.  The choice is yours - JMU PHETE

  22. Contact Information • Thomas Moran – JMU • 540-568-4877 or morante@jmu.edu • Andrea Taliaferro – WVU • 304-293-0852 or andrea.taliaferro@mail.wvu.edu JMU PHETE

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