Accommodations, Modifications and Differentiated Instruction PDF

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Summary

On Prof Moody's Exam 1, you need to know the difference between accomodations, modifications, and how to differentiate instruction. These are direct notes from his lesson....

Description

Accommodations, Modifications and Differentiated Instruction Why Bother?

● Legal requirements ● Moral obligations ● Increased learning, engagement, and motivation for all students

Why We Provide Accommodation and Modification

● ● ● ● ●

Why It’s Hard to Accommodate and Modify

● Trying to keep up with all the demands and changes; ● Monitoring, Teacher requests, Administrator requests

Learning Styles

1. Visual a. remember best what they see pictures, diagrams, charts, time lines, and demonstration b. Whole-part learners; need to see big picture first ฀before they learn the details c. Non-sequential; they don’t learn in step-by-step manner 2. Verbal a. get more out of written and spoken explanations b. Working in groups can be effective i. bc they understand material by hearing classmates explanations and learn even more when they do the explaining 3. Sequential a. learn in steps, with each step following logically from the previous until they find a solution b. Many teachers use this style of

Processing Attention Motor skills Learning strategy/deficits Language problems

teaching 4. Active a. always retain information better if they find ways to do something with it 5. Reflective a. need to stop periodically and review what they’ve read to think of questions b. might find it helpful to write short summaries of readings or notes in their own words 6. Sensing a. like learning facts, solving problems b. dislike complications and surprises c. tend to be more practical and careful d. more likely to resent being tested on material that has not been explicitly covered in class 7. Intuitive a. prefer discovering possibilities and relationships b. like innovation and dislike repetition i. work faster and to be more innovative c. don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations Accomodations

● Changes HOW student acquires knowledge or demonstrates learning ● Extra support ● Doesn’t significantly change instructional level, content, or performance criteria ● Should NOT impact grade and hold every child to same standard ● Ex: Joe is complaining that he is struggling to read the board. He may

have a vision problem. He is seated in the front of the room Modifications

● Changes made to WHAT and HOW student learns ● Allows students to participate with peers despite inability to master all of the content ● Modifications are hierarchical ● Ex: Sarah completes just the multiplication problems while the class does both multiplication AND division...