Download Differentiating Instruction for Special Learners

Differentiating Instruction
for Special Learners
By: Darlene Gallagher
University of Phoenix, SPED 525
Differentiated Instruction for Special
Learners - Models
Differentiated Instruction
• Universal Design for Learning
• Peer Tutoring
• Cooperative Learning
• Explicit Teaching
• Cognitive Strategies
DIFFERENTIATED INSTRUCTION
Differentiated Instruction refers to curriculum that
differentiates according to the students needs. These
differences are address according to the student’s interests,
readiness, and learner profiles. Three are three major
components of Differentiated Instruction.
1.
2.
3.
Content
Process
Product
DIFFERENTIATED INSTRUCTION
PRINCIPLES
CONTENT
PROCESS
PRODUCT
What is taught?
How it is taught?
What is created?
Provides options for assessing curriculum
Provides options for practicing and
applying new knowledge and skills.
Provides options to demonstrate
learning
State goals, objectives
Instruction methods for lessons, whole
group, centers
Assessment of content learned
Goal directed
Lesson plans – variety of activities and
materials
Summative Evaluation
Resourceful and Knowledgeable
http://learningclassrooms.pbworks.com/w/page/15831374
Universal Design to Learning
In this approach, curriculum is very flexible and universal to
all students. UDL designs curriculum to meet diversity. He
goal of Universal Design to Learning (UDL) is to provide
learning opportunities to all in which create mastery of
learning and encourage a lifetime of learning. Multi model
approach. There are three major guidelines in UDL.
1. Representation
2. Expression
3. Engagement
UDL PRINCIPLES
REPRESENTATION
EXPRESSION
ENGAGEMENT
Learners differ in how they learn and
comprehend information Preference in
learning
Learners express what they know in
different ways
Learners differ in ways they are engaged
Variety and Options in Representation of
Material representation supports optimal
student learning
Options for expressing what the student
has learned can increase validity of
assessment of what they have learned.
Include student interests when possible
Multimodal approach
Flexible opportunities to demonstrate skill
Include multiple approaches to
engagement such as media, technology,
manipulatives, music, art and print
Technology
Strategic
Purposeful
Resourceful and Knowledgeable
Goal directed
Motivated
http://universal-design-4-learning.wikispaces.com/Three+Principles+of+UDL
PEER TUTORING
In peer tutoring one student is trained in providing skill
practice and feedback to another student. This method is
very effective for learners with disabilities. In this method
individualized instruction and opportunities to practice
social skills are provided. Peer tutoring is often used in
inclusion models and mainstreaming.
PEER TUTORING – Students helping Students
COOPERATIVE LEARNING
Cooperative Learning refers to learning practices that
group students together in small groups of varying abilities
to practice and participate in learning activities which in
turn provides improvement to their knowledge of a subject
or skill. This approach is highly effective for students with
disabilities besides some students with behavior or
intellectual disabilities.
https://collaborativegrouplearning.com/2015/06/04/159/
EXPLICIT TEACHING – DIRECT INSTRUCTION
Explicit Teaching or direct instruction is a set of validated teaching behaviors. These
behaviors include six instructional functions. The teacher plays active and direct role
focus on process, content, practice, and verification of learning before moving on.
Explicit teaching is beneficial for both general education and special education
The six behaviors include:
1.
2.
3.
4.
5.
6.
Reviewing and re-teaching if necessary
Explicit presentation of new content by the teacher
Guided initial practice
Feedback and correction
Independent practice
Regular reviews to support maintenance
COGNITIVE STRATEGIES
Cognitive strategies in instruction include instruction in how
to learn, self-monitoring, self-reflection to assist students with
self-regulating skills. Behavior modification is an example of
a cognitive strategies. Can benefit some learners with
social and emotional needs. Plus students with learning
disabilities in reading and/or math.
http://jtcanales.weebly.com/uploads/2/3/0/2/23020416/2049712.jpg?378
References
• Raymond, E. B. (2011) Learners with Mild Disabilities, A Characteristics Approach,
Fourth Edition, Ch. 3, New York: Pearson
• http://jtcanales.weebly.com/uploads/2/3/0/2/23020416/2049712.jpg?378
• https://collaborativegrouplearning.com/2015/06/04/159/
• http://universaldesignlearning.wikispaces.com/Three+Principles+of+UDL
• Google Images