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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