Meeting'The'Needs'of'Diverse'Learners:'

Differentiation,'Accommodations'&'Modifications'in'the'MYP

ACAMIS'March'2017'Rick'Fischl,'Katie'Ham'&'Sarah'Thawley

The'IBO'says'…

Difference'and'diversity' are'central'in'IB'World'Schools'where'all'

students'enrolled' in'IB'programmes should'receive'meaningful'and

equitable'access'to'the'curriculum.'

(Special'educational'needs'within'the'International'Baccalaureate'programmes:'IBO'August'2010)'

Developing'a'positive'classroom'climate'conducive' to'supporting'

the'learning'of'all'students'requires' that'students'are'

appropriately' challenged'by'their'learning.'

(Meeting'student'learning'diversity'in'the'classroom:'IBO'May'2013)

Premise:'Equal'is'not'always'fair'…

Concept:'Equality'vs.'Equity

Differentiation,'Accommodations'&'ModificationsO not'the'same'thing' '

DifferentiationA'good' curriculum'must'be'coherent,' relevant,'stimulating' and'

challenging,' and'all'tasks'should' be'respectful'of'students'as'diverse'learners.'Differentiation' can'help' learners'access'the'content' at'an'

appropriate' level through' a'variety'of'resources.Four'principles:

1. Affirming'identity'and'building'selfOesteem'

2. Valuing'prior'knowledge'

3. Scaffolding'

4. Extending'learning'

(Special'educational'needs'within'the'International'Baccalaureate'programmes:'IBO'August'2010)

Differentiation,'Accommodations'&'ModificationsO not'the'same'thing'

AccommodationsChange'in'how'a'student'learns'or'is'assessed.

Changes'made'to'instruction'and/or'assessment' intended'to'help'

students'fully'access'the'grade'level'curriculum'without'changing'

the'student'learning'outcomes.'(NIS'LSS'Handbook'2016W2017)

Differentiation,'Accommodations'&'ModificationsO not'the'same'thing' '

ModificationsChange'in'what'a'student'learns'or'is'assessed'on.

Alterations'made'to'instruction'and/or'assessment'change,'lower,'

or'reduce'grade'level' learning'or'assessment'expectations.'

(NIS'LSS'Handbook'2016W2017)

Differentiation'- Changes'made'to'instruction'

and/or'assessment'- Meeting'the'needs'of'all'

learners'in'the'classroom'within'grade'level'curriculum

Accommodations- Changes'made'to'instruction'

and/or'assessment'- Meeting'the'needs'of'

individuals in'the'classroom'within'grade'level'curriculum'

Modifications'- Changes'to'content and'

skills'of'instruction'and/or'assessment'

- Meeting'the'needs'ofindividual'students'outside'the'grade'level'curriculum

Groupings' Extra'time Start'with'the'unit'plan''

Choice' Reduce'the'number'of'problems Finish'with'the'assessment'

Lists'of'steps/procedures Digital'recorder/'text'to'speech'technology

Start'with'Criterion'D'(most'subjects)

Front'loading' Enlarged'type

Keep'samples'on'the'board Doing'the'test'orally'(reader/scribe)

Frequent'checks'for'understanding Note'takers/'shared'notes'

Different'activities'for'different'types'of'learners

Separate'location'for'assessments

Different'product:'Multiple'ways'to'express'understanding'

Prompting'and'breaks'

The'Question'of'Curricular'ModificationsBy'Kristen'Pelletier'and'Cindy'WarnerODobrowski (2015)'NFI'Inclusive'Toolkit'

- should'only'occur'after'the'interventions'and'accommodations'have'not'been'successful

-are'more'typical'for'students'with'intellectual'disabilities.

-need'to'consider'implications'for'graduation'and'postsecondary'educational'opportunities'(in'secondary'– working'backward'approach)

- team'approach'

-needs'to'be'a'clear'method'to'assess'student'progress'toward'that'new'goal.'

- identified'BEFORE'beginning'instruction'(not'when'it'is'time'to'submit'a'grade)'&'indicated'on'their'report'card.

Modification'vs'Adjustments'

Mandarin'B','German'A'and'English'A- Scribes'or'assistive' technology' '- Not'assessed' on'spelling'- Transcript'not'marked' '> Adjustment' not'Modification' '

(MYP:&From&principles&into&practice&)&