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Strategies for Adaptation

Strategies for Adaptation. Providing Support to Diverse Learners. Purpose of this Session. Use guiding questions as teachers plan curriculum adaptations

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Strategies for Adaptation

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  1. Strategies for Adaptation Providing Support to Diverse Learners EngageNY.org

  2. Purpose of this Session • Use guiding questions as teachers plan curriculum adaptations • Based on students’ learning barriers, identify potential adaptations that maintain the rigor and alignment to the Common Core and the NY ELA curriculum EngageNY.org

  3. Potential Learning Barriers EngageNY.org

  4. Diminishing Barriers to Learning “Barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” Teaching Every Student in the Digital Age, p. v CAST (Center for Applied Special Technology) Do you agree? Disagree? EngageNY.org

  5. Questions for Today How can I incorporate guiding questions for adapting curriculum to address the instructional needs of all my students? How do I bridge the gap between “where my students are” and “where they need to be” using adaptations that address potential learning barriers? EngageNY.org

  6. Planning for Curriculum Adaptations Think about the barriers you previously described. How do you currently address adapting your curriculum for all learners? EngageNY.org

  7. Planning for Curriculum Adaptations How do you plan and ensure that your adaptations meet the fidelity and rigor of the ELA Standards and Instructional Shifts? • What drives your decisions? • When and how do you make these decisions? EngageNY.org

  8. Guiding Questions for Adaptation EngageNY.org

  9. Barriers, Adaptations, and Practices EngageNY.org

  10. Student Profiles Student 1-Claudia Student 2- Caitlin Consider the guiding questions, potential barriers, and adaptations. EngageNY.org

  11. St. Lucy’s Home for Girls Raised by Wolves- Lesson 8 Review the lesson standards and the mid-unit assessment. With a partner, discuss what students must know and be able to do to show proficiency on the assessed standard RL9-10.3. Discuss what potential barriers Claudia and Caitlin may face. Discuss what a teacher can do to help bridge these gaps. EngageNY.org

  12. St. Lucy’s Home for Girls Raised by Wolves- Lesson 8 In pairs, examine the lesson and highlight those areas where you predict Claudia or Caitlin may struggle. Look for any patterns. Write down what students must know and be able to do to be successful in one or two highlighted areas. Discuss these barriers and how a teacher can adapt instruction to bridge this gap. EngageNY.org

  13. Q & A EngageNY.org

  14. Discussion & Reflection How can I incorporate guiding questions for adapting curriculum to address the instructional needs of all my students? How do I bridge the gap between “where my students are” and “where they need to be using adaptations that address potential learning barriers? EngageNY.org

  15. Pulse Check Please go to engageny.org/novnti and fill out the online plus-delta for the Strategies for Adaptation session. Thank You! EngageNY.org

  16. Online Parking Lot Please go to engageny.org/novnti and select “Online Parking Lot” for any NYSED related questions. Thank You! EngageNY.org

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