A Diverse-ability Classroom will have Four Basic Types of Students TYPE 1: Students where the...
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A Diverse-ability Classroom will have Four Basic Types of Students TYPE 1: Students where the grade-appropriate curriculum is simply not appropriate - needs parallel, developmentally appropriate curriculum (e.g., students with substantial MR) TYPE 2: Students where the grade-appropriate curriculum is appropriate, given use of both robust kinds of instruction and, as needed, specific accommodations TYPE 3: Students where the grade-appropriate curriculum is appropriate TYPE 4: Students where the grade-appropriate curriculum is appropriate, but not sufficient (e.g., very bright, gifted, etc.) CHALLENGE IS PLANNING FOR EACH TYPE OF STUDENT
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Transcript of A Diverse-ability Classroom will have Four Basic Types of Students TYPE 1: Students where the...
A Diverse-ability Classroom will have Four Basic Types of Students
TYPE 1: Students where the grade-appropriate curriculum is simply not appropriate - needs parallel, developmentally appropriate curriculum (e.g., students with substantial MR)
TYPE 2: Students where the grade-appropriate curriculum is appropriate, given use of both robust kinds of instruction and, as needed, specific accommodations
TYPE 3: Students where the grade-appropriate curriculum is appropriate
TYPE 4: Students where the grade-appropriate curriculum is appropriate, but not sufficient (e.g., very bright, gifted, etc.)
CHALLENGE IS PLANNING FOR EACH TYPE OF STUDENT
Keys to success in diverse-ability CONTENT classrooms
Make instruction more ROBUST
Make information more Learnable
Meaning-basedDifferentiating Curriculum
Reduce information processing demands
Make information more memorable
WATER-UP, NOT WATER-DOWN
Characteristics of Differentiated CONTENT instruction
Developmentally appropriate in terms of student’s background knowledge
Focuses on understanding of key ideas rather than memorizing facts & trivia
Knowledge is recursively scaffolded so students build deeper understandings
Characteristics of Differentiated CONTENT instruction
Developmentally appropriate in terms of student’s background knowledge
Focuses on understanding of key ideas rather than memorizing facts & trivia
Students learn to distinguish big ideas from details
Characteristics of Differentiated CONTENT instruction
Developmentally appropriate in terms of student’s background knowledge
Focuses on understanding of key ideas rather than memorizing facts & trivia
Students learn to distinguish big ideas from details
Results in student elaboration of ideasReal-world connections, applications, impact
Summarizing, Visualizing, Questioning, Organizing, Predicting
Characteristics of Differentiated CONTENT instruction
Developmentally appropriate in terms of student’s background knowledge
Focuses on understanding of key ideas rather than memorizing facts & trivia
Students learn to distinguish big ideas from details
Results in student elaboration of ideas
Results in relational understandingSocial / cultural treads & patterns connecting ideas
Results in organized conceptualizations
Doesn’t get it!
Gets it!
Ability to elaborate
one’s relational
understanding
Superficial, Erroneous, Incomplete
Sophisticated, Accurate, Complete
One’s understanding of an idea will fall
somewhere on a continuum
Sophisticated, Accurate, Complete
Makes many connections to other ideas
Can’t explain connections between this idea and others
Can explain how idea is affected by various
phenomena
Can’t explain how different phenomena affect idea
Can explain impact of idea on the world
Can’t explain impact of idea on world
Makes effective comparisons with other ideas
Can’t contrast idea with others
Doesn’t get it!
Gets it!
Ability to elaborate
one’s relational
understanding
Superficial, Erroneous, Incomplete
Can recognize inappropriate applications or iterations of idea
Can’t recognize inappropriate applications of idea
Has sufficient knowledge of relevant facts
Knowledge of important facts is incomplete or erroneous
Can identify different manifestations of idea
Can’t identify different manifestations of idea
Can’t summarize or explain idea in own words
Can summarize or explain gist of idea in own words
Doesn’t get it!
Gets it!
Ability to elaborate
one’s relational
understanding
Superficial, Erroneous, Incomplete
Sophisticated, Accurate, Complete
Can recognize inappropriate applications or iterations of idea
Can’t recognize inappropriate applications of idea
Makes many connections to other ideas
Can’t explain connections between this idea and others
Has sufficient knowledge of relevant facts
Knowledge of important facts is incomplete or erroneous
Can identify different manifestations of idea
Can’t identify different manifestations of idea
Can explain how idea is affected by various
phenomena
Can’t explain how different phenomena affect idea
Can explain impact of idea on the world
Can’t explain impact of idea on world
Makes effective comparisons with other ideas
Can’t contrast idea with others
Can’t summarize or explain idea in own words
Can summarize or explain gist of idea in own words
