DIFFERENTIATING AND ADAPTING MATERIALS

Marcy Fierstein

THIS IS THE REALITYHow do we close the gap?

1 2 3 4 5 6 7 8 9 10 11 120

2

4

6

8

10

12

14

Achievement Gap

Expected achievementLow performing Students

Learning Differences

Speed of information processing. Memory: encoding, storage, retrieval. Automatization of rote facts. Organization. Listening Skills. Attention. Forethought and Planning. Etc.

Cognitive/Conceptual Skill Differences

Processing speed. Conceptualization. Understanding of Elapsed Time. Inferential Thinking. Conservation, Multiple Variable reasoning.

Reading/Writing/Math Skill Deficits

Reading Decoding vs. Understanding. Math Fact Recall vs. Math Concepts. Math procedures vs. Math reasoning Writing Mechanics vs. Written Content.

GOOD TEACHING IS GOOD TEACHING

It can be learned!

Specially Designed Instruction

Accommodations the IEP team has deemed appropriate.

Help level the playing field.Not meant to give any students

an unfair advantage.Provide necessary supports for

students to make progress in the general ed. Curriculum.

Adaptations

Accommodations

Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.

Changes are made in order to provide equal access to learning and equal opportunity todemonstrate what is known.

Grading is same.

Modifications

Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.

Changes are made to providestudent meaningful & productive learning experiencesbased on individual needs &abilities.

Grading is different.

Different Terms Same Thing

Differentiated Instruction Terminology from general education.

Accommodations Terminology from special education.

Are all students entitled to accommodations?

Ponder this.

What works….Identify similarites and differences (1.61)Summarizing and note taking (1.00)Reinforcing and providing recognition

(.80)Homework and practice (.77)Nonlinguistic representation (.75)Cooperative learning (.73)Setting goals and providing feedback (.61)Question, cues, and advance organizers.

(.59)◦Marzano

10 Simple Adaptations and Modifications for Tests  Shorten the test—Choose the most important concepts

that a student needs to know. Read aloud Break the test into sections. Even a long section of

matching can be broken into smaller sections. (Also gives more white space and may prevent a student from being overwhelmed.)

Word banks Thinking maps for essays questions. Bigger font More white space Multiple choice—strike one choice Open book/Use notes One note card Visual cues, pictures, charts, graphs 

Reading Level Accuracy: words read correctly

divided by total words read. (one minute)

Independent (98-100% accuracy)

Instructional (93-97% accuracy)Frustration (92% accuracy and

below)

Brief “At a glance” assessment of a child’s reading. What kinds of information does the child use? Meaning of message

Does it make sense?Makes sense even if inaccurate

Structure of sentenceUses appropriate sentence structureGrammarReading words only

Visual Cues from textFirst and last letterSubstitutes similar wordsLooks to layout of print for cuesPictures

Lesson Presentation Preview strategies

◦ Pre read◦ Predict◦ Pre teach vocabulary

Visual aids◦ Graphic organizers◦ Thinking maps

Pair visual with auditory (multimodality approach)

Repetition◦ Reteach◦ Clarify

Testing accommodations

Paraphrasing/summarizing

Pacing of instruction Guided and

independent practice Feedback Clear high expectations Skeletal outlines, maps,

webs for notes

Scaffolding: Varying levels of supportHighlight important words in textTeach structure in text booksFlag or post-it notes in margins

where answers can be foundPage numbers listed in left hand

margins of questions to guide students to the answer

Assignments/ work sessionsExtra timeSimplify complex

tasksChunkingBreaks/ shortened

work sessions.Assignments written

in consistent placeLimit items per pageRemind students to

recheck workReduce length of

homework/ class work

Formatting of workTiered assignmentsLarger printStudy guideNote-taking

strategiesComputer gamesUse of calculatorLimit amount of

writing

OrganizationFolders for each

subjectOlder grades:

binder with a section for each subject

Homework folders Consistent routinesHomework

assignments posted

Check in and check out

Visual schedulesIncentives for

work completed/turned in

Color coding/highlighting

GAINING INDEPENDENCE

There are no paras after high school!

Daily, YOU deal with….Students:

◦Learned helplessness◦Motivation◦Initiative◦Struggle/frustration

Teachers:◦Inclusion◦Collaboration◦Appreciation

HOMEWORK

War and Peace

The problem with homework

Doesn’t get doneGets lostCan’t do itHomework for the sake of homeworkBusy workRelevance or lack ofFailing classes due to not completing

homework. Contributing factor to dropouts?

Age old dilemma as to why homework is not completed

Can’t Won’t

Too hard-Don’t know how to do it.

No adaptationsNo communicationNo helpNo time

Too hard-frustratedOther things to doDon’t careNot seen as importantTime consuming

Adapting HomeworkPreteach; clarifiyMonitor--CICOAlternate

response formatsAdjust lengthSmall group

instruction Assistive techOrganization

skills

Effective use of time

Fewer assignments

ChunkingCoordinate the

amount of homework

Relevance

HAVE A GREAT YEAR!!

Thank you!