SPE 416 Session 5
INTASC Standards • 2(g) The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth. • 2(h) The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs
Today Agenda: Objective: SWBAT apply the 9 grid of curriculum types to a case study and to their own lesson planning. Pate/SPE 416
Today we are going to look at two ways of thinking about students who struggle… The 9 types of curriculum adaptation UDL – Universal Design for Learning
9 Types of Curriculum Adaptations… Developed by Diana Browning Wright
You and your shoulder partner… • You with your partner need a piece of paper • As we go through the 9 grid, you and your partner will be making a list of what you have seen in the classroom that matches these. • Make a vertical fold. Put your name on one side and your partner’s name on the other side. • These will be handed in as a hard copy for 4 activity points for this class.
Your observations in classes: • On your sheet put what each of you have seen in this area in practice in classrooms where you have been • Be sure and title each area you are listing.
Definitions… Accommodations: Modifications: Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made to provide student meaningful & productive learning experiences based on individual needs &abilities Grading is different • 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 to • demonstrate what is known. • Grading is same
Source: Retrieved from http://www.pent.ca.gov/frm/forms.html
CASE STUDY • Let’s try one together
Case Study – your turn • Read the case study that is closest to your group’s grade level. • Use the 9 grid of curriculum adaptations blank copy to write up your analysis of this student. • AFTER you finish, compare it with the one that is the example for that student • SAVE your copy for later use!
Exit and next steps: • How does the 9 grid of curriculum types apply to the TAP rubric? • How do you think you can apply this to your Instructional Plans on the TAP?