adaptive materials

ADAPTIVE MATERIALS

Meeting The Diverse

needs of Learners

Presented by: Ken

Westerman

• Community Building:The Brain

• Accommodations vs. Modifications

• Your Favorite Adaptive Material

• FAT City

• Specific Disabilities and Strategies

• Lunch

• Adaptive Materials Review

• Goals and Adaptive Materials for Your Own Students

• Exit Ticket

Agenda

Team Builder

• On one piece of paper, draw your puzzle piece 4 times greater area than the original

• Cut out your drawing

• As a group, solve puzzle

Team Builder

Individual Academic Goals

Co-Teaching Models/

Push-In Services

Barrier Free Environment

Individual Workload Modifications

Individual Embedded Goals

Lesson Planning

to Support Students

With or Without Special

Education Services

In Inclusive Settings

Multi-Sensory Strategies/

Tiered Instruction

There are Many Barriers in Our Classrooms

Obvious Barriers Invisible Barriers

1. One Teach/Support

2. One Teach/One Observe

3. Team Teaching

4. Alternative Teaching

5. Parallel Teaching

6. Station Teaching

Dr. Marilyn Friend and Lynn Cook

Push-In Collaboration Strategies

Help students to organize and sift through written material with visual aids

• Using bullets or stars

Important information

Facts to remember

• Adding pictures and simple graphics

Whole Class Supports Lesson Presentation

arrows

Speech bubbles

shapes photos

clip art symbols

Boardmaker

• Teachers create lessons that ensure access for all learners in the class in one heterogeneous lesson

• Everyone is working on the same Common Core Standard but they are explored at different levels (usually three levels.)

• This helps ensure that each student has an ENTRY POINT into the lesson, will have PARTICIPATED in the lesson and leave having PRACTICED an essential skill

Adapted from the work of Carol Ann Tomlinson

Tiering

Tiered Activities—Simple to More Complex Tasks

Demonstrations-Individually or in pairs, students select math problems in the text to prepare demonstrations that explain the problem to others.

Four Ways-Individually or in pairs, students select a math problem in the text and then write and/or illustrate four ways to solve the problem.

Creating Math Story Problems-Individually or in pairs, students write, Illustrate, and complete their own examples of math story problems using the skills and concepts currently being studied.

Math Process Letters-Students write to a real person to explain how to work a math problem that represents the skills and concepts currently being studied.

Tiering

Thinking Triangle

1. What or Who?

2. When? 3. Where? 4. How? 5. Why?

Tiering

Thinking Triangle

1. Person 2. Location 3. Problem 4. Key Event 5. Conclusion

Tiering

Thinking Triangle

1. Topic, character, or event

2. When 3. Where 4. Problem 5. First significant

point 6. Second

significant point 7. Conclusion, main

idea, future implications

GoldMansour and Rutherford LLC 2009

Measures of Central Tendency

Rubio restaurant takes reservations for Saturday nights. Here are the numbers booked per table for dinner at 7pm last Saturday night:

table 1 2 3 4 5 6 7 8 9 10

Guests 4 2 6 6 6 3 2 6 4 12

a. Calculate the mean, median and mode for the number of guests in the data set above.

b. Which number in the data list is the outlier?



The Mighty mousetrap Company is owned by two partners and has 13 employees. The partners pay themselves salaries of $15,000 each. Out of the other 13 employees, 3 earn $6,000 each, 4 earn $4,500 each, and 6 earn $4,000 each. A. Calculate the mean, median, mode and the range of the salary

amounts. B. In reporting the average salary paid out, the owners want to make the

amount appear as large as possible. Which measure of central tendency (mean, median, mode) should they choose?

C. Which measure of central tendency do you think represents the typical salary in the Mighty Mousetrap Company?



There are 4 children in the Lee family, including a pair of twins. Here are the averages of their ages: Mean = 8.5 Median = 10 Mode = 11 Use the information to work out the ages of all the children.


What is Science? - Quiz Name: _____ Period: ______ Date: ________ Write the letter of the best matching definition with the word. 1. Botany A. The study of stars, moons, and planets 2. Chemistry B. The study of earth and rocks 3. Anthropology C. The study of humans 4. Physics D. The study of forces, motion, and energy 5. Astronomy E. The study of animals 6. Geology F. The study of plants 7. Zoology G. The study of insects 8. Entomology H. The study of matter 9. The two main categories of science are ___________ Science and ______ Science. 10. Science is __________________________________________________.


What is Science? - Quiz Name: _______ Period: _______ Date: ________ Write the definitions for each kind of science.

Branch of Science Definition

1. Chemistry

2. Entomology

3. Zoology

4. Physics

5. Astronomy

6. Geology

7. Botany

8. Anthropology

9. The two main categories of science are ___ _____ Science and ______ Science. The difference between them is ___________ ___________________________________. 10. Science is ____________________________________________________.


What is Science? - Quiz Name: _______ Period: _______ Date: ________ Write the definitions for each kind of science.

Branch of Science Root Suffix Definition

Example -- arachnophobia

arach=spider phobia=fear fear of spiders

1. Chemistry

2. Entomology

3. Zoology

4. Physics

5. Astronomy

6. Geology

7. Botany

8. Anthropology

9. The two main categories of science are ___ _____ Science and ______ Science. The difference between them is ______________________________________________. 10. Science is ____________________________________________________.


Subject: Language Arts Grade: Ten Standard: #2 Reading Comprehension (focus on Informational Materials) Key Concept: Understanding the structural features of informational materials provide keys for evaluating their effectiveness. Generalization: In this lesson students analyze an advertisement that has been made to look like the information in the newspaper or magazine text around the advertisement. The goal of the lesson is for students to understand why the advertisement would be designed this way and then to evaluate its effectiveness. Tier I Their tasks are as follows: (1) Choose an informational ad in a the newspaper or a magazine. (2) Write down the product or service. (3) Next, locate the words and phrases that supply clear information about the item

advertised. Underline these words and phrases. (4) As a group, share ads, words and phrases, plus identify the product or service that is

advertised. Someone in the group should take notes as people share. (5) Discuss the intent of the ad. Locate any particularly strong words or phrases and discuss

the impact of these words on the reader (6) Create a list of important items to include in an ad.


Subject: Language Arts Grade: Ten Standard: #2 Reading Comprehension (focus on Informational Materials) Key Concept: Understanding the structural features of informational materials provide keys for evaluating their effectiveness. Generalization: In this lesson students analyze an advertisement that has been made to look like the information in the newspaper or magazine text around the advertisement. The goal of the lesson is for students to understand why the advertisement would be designed this way and then to evaluate its effectiveness. Tier II These students should choose informational advertisements from the newspaper or magazines available. As they break down the ad, they need to focus on the following: 1) language used; 2)audience implied in the ad; 3) overall intent of the advertisement. Individuals need to choose their own ads and analyze them for these three areas, citing specific examples of each. Students should then meet in the group and share individual analyses with others. The next step is to create their own informational advertisement on a product or a service of their choice.


Subject: Language Arts Grade: Ten Standard: #2 Reading Comprehension (focus on Informational Materials) Key Concept: Understanding the structural features of informational materials provide keys for evaluating their effectiveness. Generalization: In this lesson students analyze an advertisement that has been made to look like the information in the newspaper or magazine text around the advertisement. The goal of the lesson is for students to understand why the advertisement would be designed this way and then to evaluate its effectiveness. Tier III Students need to create criteria first in order to assess ads. Individuals should create their own set of criteria and choose three informational ads from the newspaper or magazines to assess. They need to attach points to their criteria so that they can numerically assess the ads. After they have completed their assessments they should meet in their group and share their findings. Again the ultimate goal for them is to write an informational advertisement. Their ad should reflect their own set of criteria and be as fine an example of the criteria as they can write.

The first half of February is often the fastest freezing and most frigid time of the year.

LUMRING TO GQNGLUSIQNS

red

orange

purple

green

blue

Experts believe that you can hold approximately seven items in short-term memory for about 20 to 30 seconds. This capacity can be stretched somewhat by using memory strategies such as chunking, which involves grouping related information into smaller "chunks.“ Interesting events draw your attention involuntarily. The actual ability to smell is highly linked to memory. Since the 1960s, researchers have noted the important connection between sleep and memory. We remember things by association. Each piece of information is linked to other information in some way or another. Exercise can help to improve the speed of remembering and recall. It’s a well-known fact that feelings play an important role in remembering things. According to a 2001 study, left handed people have better memories. A person can concentrate and work actively only on one object at a time

Memory/Attention

http://psychology.about.com/od/memory/f/short-term-memory.htm



http://psychology.about.com/od/cindex/g/chunking.htm

F.A.T CITY

A Video By Rick Lavoie

Accommodations VS

Modifications

An Accommodation is :

Change made to instruction and/or assessment

that does not change the expectations for performance or change the construct that is being

measured. Accommodations provide access to buildings, curriculum, and assessments.

Accommodations VS

Modifications

A Modifications are:

Changes teachers or evaluators make either to an assigned task or to the way a task is evaluated. Modifications actually alter what a student is expected to do or give them an alternative assignment to the one completed by the majority of students.

Accommodations VS

Modifications

Calculator Graphic Organizer Simplifying Vocabulary Curved Grading Scale Large Print Lower Reading Level Books Tiering Small Group Setting Alternative Testing Classroom Visual Sign Language

Difficulties we might need to accommodate for :

Memory Difficulties - Longer term

Active Working Memory - Working memory is what enables us to keep several pieces of information active while we try to do

something with them. 7 items/20 seconds

Auditory Processing Issues - These kids can't process the information they hear in the same way as others because their

ears and brain don't fully coordinate. 5%

Executive Function Deficits - Executive functions are high-level abilities that influence more basic abilities like attention,

memory and motor skills.

Expressive Language - Skills that relate to the organization, production and context of what a person says.

Difficulties we might need to accommodate for :

Attention Deficit - characterized primarily by inattention, easy distractibility, disorganization, procrastination, and

forgetfulness. Up to 10%

Slower Rate of Process

Visual Perception Issues- Visual perceptual difficulties means that a child's vision may be fine but they can't

make sense of what they see.

So we need to…

teach to the specific area learning disability…

teach the how to be better…

Or…

Provide accommodations to

provide access to the

curriculum in spite of the

learning disability…

WE ALL USE THEM!

Share Your

Favorite

Adaptive Material

Let’s Make A List!

List as many adaptive

materials that you use and

could /or would not want to

live with out.

Dig Deeper! Now, circle your favorite adaptive material on

the list and then…

– Name the goal it achieves in your life

– Would you ever want to fade it out? Or do

you think you will live with this support

forever?

– Do you learn things from it? If so, what ?

– Or is it just an accommodation to facilitate

an easier completion of something

Find your 10:00 partner.

Share your favorite Adaptive Material and answers to the questions

We will use both

formal and informal

observation to find

where the student is

facing BARRIERS to

instruction

TASK ANALYSIS

TASK ANALYSIS

Identify every small

step or requirement

of a task, routine or

skill until you find the

point at which your

student confronts a

BARRIER That is your teaching point!

TASK ANALYSIS

A process of

breaking down

complex tasks into

the smallest

possible

instructional

components

A Task Analysis for

brushing teeth:

Student

TASK ANALYSIS- let’s do one together

• Student removes toothbrush from tooth brush case

• Student turns on water and wets bristles.

• Student unscrews toothpaste, and squeezes 3/4 inches of paste onto bristles.

• Student opens mouth and brushes up and down on upper teeth.

• Student rinses his teeth with water from a cup.

• Student opens mouth and brushes up and down on lower teeth.

• Student rinses his teeth with water from a cup.

• Student replaces toothpaste cap, and places toothpaste and brush in tooth brush case.

TASK ANALYSIS- let’s do one together

• Choose an activity, routine or skill where your student consistently struggles

• Complete a task analysis for that lesson, routine or structure.

TASK ANALYSIS

Individual Academic Goals

Groupings

Barrier Free Environment

Individual Workload Modifications

Individual Embedded Goals

Lesson Planning

to Support Students

With or Without Special

Education Services

In Inclusive Settings

Multi-Sensory Strategies/

Tiered Instruction

The Go - To List

1. Individual Copies of Whole Class Materials

2. Participation & Focus Tools

3. Verbal & Visual Prompts

4. Personal Schedules & Checklists

5. Graphic Organizers

Individual Copies of

Whole Class Materials Provide students with duplicate and supporting material that

matches the whole class model and teacher presentation

Why? Focus

Kinesthetic connection

Closer view/visual tracking needs

Concretize thinking

Help in sharing with the group

Opportunity for extension and higher order thinking-Can have important information highlighted and connection made

Individual Copies of

Whole Class Materials

Examples

Whiteboards

Text/books in hand

Photocopies of textbook pages

Pictures in hand

Personal folders

Notebooks or clipboards for note-taking

Reduced versions of charts and graphic organizers

PARTICIPATION & FOCUS

TOOLS

Why? Focus

Kinesthetic connection

Maintain connection to lesson or discussion

Provides language

Prioritizes specific learning goal

Helps with recall and retention

Opportunity for extension and higher order thinking

Supports self-regulation

PARTICIPATION & FOCUS

TOOLS

Examples

Fidget/focus materials

Key word cards

Key concept cards

Self-monitoring materials

Doodle board

Notebook

Sharing tools

Class list

Verbal and Visual Prompts Provide students with cues for

behavior, language and learning

Why?

Supports verbal participation

Especially useful for students with social and language disabilities

Conversational support

Social-emotional support

Helps with recall

Provides language needed for conversation and response

Holds students accountable for participation

Verbal and Visual Prompts Provide students with cues for

behavior, language and learning

Examples

Turn and talk cards

Talking chips

Sentence starters

Social language charts

Behavior prompts

I need help with…

Personal Checklists & Schedules

Why?

Organization

Provides predictability

Particularly useful for students with ADHD and Spectrum disorders

Preview of content

Non-verbal directives

Breaks down multi-step tasks

Provides ownership and sense of control

Personal Checklists & Schedules

Examples

Personal daily or weekly schedules

Arrival and pack-up directions

Activities with more than one task

Step-by step directions for independent work

Graphic Organizers

Why? Organization

Visual clarity

Concretizes thinking

Allows for non-linear thinking

Can be individualized for learning style

Sequencing

Compare and contrast

Open-ended

Graphic Organizers

Examples Webs

5 W’s chart

Word Maps

Flow chart

Graphs

Venn diagrams

KWL charts

Remember to provide a VARIETY

Checklists

Key Word Cards

Important words:

Elaborating details__________

Think about Stories, specific examples,

Focus Tools

Tell Us What You Need

“I really wish _________

would just _________

during ___________!”

[email protected]

Thank You!

adaptive materials

Documents