Inclusion day 3 4 23 updated again

Inclusive Classroom

Day 32012-2013

The Inclusive Classroom 2012-2013

What would you expect to see in an inclusive classroom?

What does modified curriculum look like?

How do you use formative assessment?

Class Kick-off!


Understand what a truly inclusive classroom is Apply principles of an inclusive classroom to

your work with your inclusive partner & your students

Enhance the collaborative inclusive partner relationship to benefit the learning of all students

Identify future goals for work with inclusive partners

Goals

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What’s It Really Like to Have a Disability? Big Ideas of Inclusive Classrooms Modifying Curriculum, Instruction, &

Assessment Break James: A Case Study Lunch Inclusive Partner Lesson Development Next Steps 2013-2014

Agenda


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Disability is a human reality that has been perceived differently by diverse cultures and historical periods. For most of the 20th century, disability was defined according to a medical model. In the medical model, disability is assumed to be a way to characterize a particular set of largely static, functional limitations. This led to stereotyping and defining people by condition or limitations.

Disability Awareness

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Take the label off. What do you see? What is that they can't do? Nobody has ever told me how to work

with this "disability." You hear that you are going to have

three children with Autism in your class next year. What are your thoughts?

Skills vs. Disability

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Take a few minutes and define how you see your role as a:

Special Education Teacheror

General Education Teacher

Define Your Role

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Special Education Teacher

Students

General Education Teacher


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Take-Turn Teaching Behavior manager (poking and shushing) Differentiation for identified kids only Prep period Preponderance of whole group

instruction Fair means the same expectations for all My kids, your kids

The Inclusive Classroom: What It Is Not

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What is the essential concept that is guiding the instruction?

There needs to be a variety of activities for all learners to have meaningful engagement.

Both teachers are ALWAYS actively engaged

What Does it Look Like?

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Take a few minutes, and think about the situations below. With a partner, jot down ideas for how both teachers could be engaged in instructing and supporting students.

Homework Review Group Lecture and Note-taking

Think About It


Inclusive InstructionThe Heart of good inclusive classrooms

Parallel Teaching Class is split Content same or

different, concepts same

Flexible grouping

Station Teaching Both experts in

curriculum Both plan

explicitly Credibility &

Flexibility

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1. Can the role of each teacher be defined at any given point in the lesson?

2. Are both teachers working with all students?3. Are teachers focusing on both curriculum and

instruction?4. How much whole-group instruction is

occurring?5. Are tasks respectful and based on individual

student needs?

What your administrators are looking for AND will be

commenting on?

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Is their evidence of:• Modified Curriculum • Modified Instruction • Modified Assessments

Administrator Look-Fors:

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• Modified Curriculum • Modified Instruction • Modified Assessments

Three Target Areas for Modifications

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ASSESSMENT

CURRICULUM INSTRUCTION

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How is curriculum modified? In what ways does the topic being

taught require critical & creative thinking?

How is curriculum modified based on formative assessment results?

How are daily objectives supported by activities at varying levels of difficulty?

CURRICULUM

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How is the instruction modified based on level of student skill mastery?

How are students flexibly grouped according to what they need to learn or based on their interests?

Jot down various instructional activities used to address how students learn differently.

INSTRUCTION

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What opportunities do students have to self-assess their work according to teacher and/or student set criteria?

How are formative assessments used during the instruction to indicate areas that need to be re-taught?

To what degree do assessments accurately measure mastery of a pre-identified skill or understanding of concepts?

ASSESSMENT

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Curriculum InstructionAssessment

Share your thoughts


Blooms Taxonomy


What are essential standards--the skills, concepts and knowledge that every child needs to learn? That will differ from grade to grade, year to year and student to student. It's important to keep the essential skills, concepts and knowledge at the forefront of your teaching efforts so that children have a strong academic foundation.

Essential Concept


Article about James Read up to Providing

Support/Promoting Excellence Summarize his learning profile

JAMES

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About James……

9th grader with a specific learning disability in language and reading

Instructional reading level 5.6

Writing is poor Struggles with

understanding of written language, even when it is read to him


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Educational Placement

LRC for reading and language arts in elementary school.

Fully included in middle school and HS Special Education

teacher is in some of his classes

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Activity-Based Interdisciplinary Unit on the Civil War

Students read The Killer Angels, a novel about Gettysburg

Students watched Ken Burn’s Civil War documentary video

Students read from their history textbook

Students raised money for class trip to Gettysburg

Final assignment – research paper

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Why was the Civil War significant?

When looking at modifying for James consider: curriculum standpoint instruction standpoint assessment standpoint

Essential Concept

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How will this work for James?

Identify potential problems the activities might present for a student like James.

Identify potential strategies to support James in planned activities.

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Movie based on The Killer Angels was provided Watched movie but didn't remember a lot of details Field trip was a high point for James Began getting sources for paper – special education

teacher helped him with note cards Completed outline and went to writing lab for help Struggled with paper – didn't know information and

had difficulty expressing ideas on paper Final project – two page paper, awkward sentences,

and three references

James’ Experience

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James did not master content

While physically included, he was “intellectually” excluded?

How should things be different?

Is this effective support?

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One Structured Approach…Pyramid Planning Model

What some students will learn

What most students will learn

What all students will learn

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CURRICULUM LADDER for James

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Subject:___________________________________________ Grade Level:____________

Objective: ____________________________________________________________________

or can 4. the student(s) do a different activity with enhanced expectations and materials?e.g.,____________________________________________________________

or can 3. the student(s) do a similar activity but with enhanced expectations?e.g.,__________________________________________________________

or can 2. the student(s) do the same activity but with enhanced expectations?e.g.,___________________________________________________________

or can 2. the student(s) do the same activity but with adapted expectations?

e.g.,_____________________________________________________________

or can 3. the student(s) do a similar activity with adapted or modified expectations? e.g.,___________________________________________________________

or can 4. the student(s) do a different , parallel activity?e.g.,___________________________________________________________

1. Can all student(s) actively participate in the lesson as is? e.g., Watching the Ken Burn’s video and take notes

The Inclusive Classroom 2012-2013 Page 17

4. Prepare AV materials for the summary, analysis, and cartoon for a presentation to the class.

3. Write an event summary/analysis. Draw a political cartoon to compare the concepts in the article to a current event.

2. Write an event summary and compare it to a current event.

1. Watching the Ken Burn’s video on the Civil War

and take notes2. Watch the video with guided notes to complete and

verbally describe the important information.3. Pre-teach important vocabulary, show segments of the

movie that highlight the big idea, complete guided notes and verbally describe the important information.

4. Pre-teach important vocabulary, show segments of the movie that highlight the big idea, complete guided notes and create a cartoon representation of the big idea.

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With your partner, complete the Curriculum Ladder for James based on the following.

Be prepared to share.

Your Turn

1. Can all student(s) actively participate in the lesson as is? e.g., Writing the research paper.

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We Tend to Remember Level of Involvement

PASSIVE

ACTIVE

10% Reading Verbal

20% Hearing Words Receiving

30% Looking at Pictures Visual

Watching a Movie 50% Looking at an Exhibit Watching a Demonstration Receiving Seeing it Actually Done

70% Participating in Discussion Participating Giving a Talk

Doing a Dramatic PresentationSimulating the Real Thing

Doing the Real Thing90%

Doing

Hierarchy of LEARNING

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Ticket Out the Door

Choose one and hand it to Jaime, Shighla, Ann or Sarah on your way out to lunch


1. Can the role of each teacher be defined at any given point in the lesson?

2. Are both teachers working with all students?3. Are teachers focusing on both curriculum and

instruction?4. How much whole-group instruction is occurring?5. Are tasks respectful and based on individual

student needs?

Self Assessment

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Work with your inclusion partner and modify upcoming lesson(s) to address the needs of ALL the learners in your class.

Come back at 2:45 to share how you and your partner applied your learning from today.

Enhancing Collaboration Between Inclusion Partners

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Inclusion day 3 4 23 updated again

Documents

Transcript of Inclusion day 3 4 23 updated again