inclusive teaching: the journey towards effective schools for all learners, 2e peterson / hittie ©...
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Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
© 2010 Pearson Education, Inc.All rights reserved.
Chapter 11 Inclusive Academic Instruction, Part I
Plan Inclusive Lessons and Units
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Donald Participating in an Inclusive Class
Donald uses alternative communication tools with help from his friends
Sylvia helped Donald with the maps project
A class discussion about diversity - student said they have learned much from having Donald in the class
They were experiencing diversity and learning how lessons can be structured for people with a range of abilities
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SYDNEY’S MOOSE PROJECT
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Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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PROJECT RUBRIC
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INTERNET RESEARCH
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First Draft of Report
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Final Report
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HAVING SUCCESS!
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2nd Draft
MOOSE POEM
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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By Sydney Jones
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Sydney’s letter to her teacher
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Sights to SeeLearning Styles and Assistive Technology
Knowing How You Learnwww.edutopia.org/knowing-how-you-learn
The Sound of Learning: Albano Berberi
www.edutopia.org/assistive-technology-albano-berberi-video
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Disabled Curriculum and Instruction‘Official’ and ‘Classic’ Theories of Learning
The factory model of schooling is still with us! Kids in rows, lectures, worksheets, multiple choice tests
Official theory of learning - hard work, dependent on rewards and punishment, individual, easily forgotten
Classical theory of learning - we are always learning, effortless, being with others to learn, authentic.
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Disabled Curriculum and InstructionProblems with the Official, Traditional Approach to Learning
Emphasis on memorization engenders little understanding, leading to shallow understanding and lack of motivation
Mastery and use of skills seen as separate disconnecting students from the real world
Teaching materials (textbooks) at one level, thus frustrating to many students
Students are largely in passive roles (eg. listen to a lecture)
Instruction is seen as an individual enterprise and get in trouble when they interact with others
Students make trouble to make the class more interesting
Assessment and evaluation is based on low levels of skills that don’t require real understanding
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WHAT HELPS STUDENTS LEARN & WHAT TEACHERS DOFEEDBACK FROM STUDENTS
Statement % Who SayWould be
Helpful
% Who SayTeachers Do
Tries to make lessons fun and interesting. 78 24Is enthusiastic about the subject they teach. 71 29Knows a lot about the subject they teach. 71 46Treats their students with respect 69 41Gives students a lot of individual help. 69 31Uses hands-on projects and class discussions. 67 22Explains lessons carefully. 66 33Challenges students to do better. 66 33Cares about students. 64 30Knows how to handle disruptive students 46 29
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Three Fundamental Approaches to Instruction
1. Lecture - test - worksheet
2. Direct instruction - direct teaching of skills out of the context in which they are used
3. Workshop learning - involving students in authentic, real world activities investigating critical questions, creating products to demonstrate learning
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WHAT TO LOOK FOR IN A CLASSROOM 1(Alphie Kohn, 1998. Used with Permission.)
Good signs. Possible reasons for concern.
Furniture 8 Chairs around tables to facilitateinteraction.
8 Comfortable areas for learning.
8 Desks in rows or chairs all facing forward.
Walls. 8 Covered with student projects.8 Evidence of student collaboration.8 Signs, exhibits, or lists created by
students rather than teachers.8 Information about, and mementors
of, those who spend time togetherin the classroom.
8 Bare.8 Decorated with commercial posters.8 Lists of consequences for misbehavior.8 List of rules created by an adult.8 Stick or star chart or other evidence that students are rewarded or
ranked.8 Student assignments displayed but they are (a) suspiciously flawless, or
(b) only ‘ the best’ students’ work, or (c) virtually all alike.Sounds. 8 Frequent hum of activities and
ideas being exchanged.8 Frequent periods of silence and/or teacher’s voice the loudest or most
often heard.Location ofteacher.
8 Typically working with students sothat it takes a moment to find.
8 Typically front and center.
Teacher’svoice.
8 Respectful, genuine, warm. 8 Controlli ng and imperious.8 Condescending and saccharine sweet.
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WHAT TO LOOK FOR IN A CLASSROOM 2
Good signs. Possible reasons for concern.
Studentreaction tovisitor.
8 Welcoming and eager to explain ordemonstrate what they are doing orto use the visitor as a resource.
8 Either unresponsive or hoping to be distracted from what they are doing.
Classdiscussion.
8 Students address one anotherdirectly.
8 Emphasis on thoughtfulexploration of complicated issues.
8 Students ask questions at least asoften as the teacher.
8 All exchanges involve (or directed by) teacher. Students wait to becalled on.
8 Emphasis on facts and right answers.8 Students race to be first to answer teacher’s “Who can tell me?” queries.
Tasks. 8 Different activities take place atthe same time.
8 All students usuall y do the same thing.
Around theschool.
8 Inviting atmosphere.8 Students projects fill hallways.8 Bathrooms in good condition.8 Faculty lounge warm and
comfortable.8 Offic e staff welcoming toward
visitors and students.8 Students helping in lunchroom,
library, and with other schoolfunctions.
8 Stark, institutional feel.8 Awards, trophies, and prizes displayed, suggesting emphasis on triumph
rather than community.
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Brain-based LearningKey Understandings About Learning and the Brain
• The brain simultaneously makes connections between multiple ideas and engages in many activities and thought processes at once
• The brain processes parts and wholes at the same time
• The search for meaning is fundamental
• Emotion and cogntive learning are hard-wired
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1. Ensure a state of relaxed alertness in a challenging but non-threatening environment. Ensure a state of relaxed alertness in a challenging but nonthreatening environment.
2. Orchestrate immersion in complex experience
3. Continuously engage in active processing of experiences to consolidate emerging mental models.
Brain-based LearningKey Practices
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Emerging Standards For Teaching & Learning
We need MORE . . . • Hands-on, experience- based learning• Active learning -- students moving, talking. • Real books, authentic
experiences• Deep thinking. • Choices & democracy -- students help make decisions about the class. • Collaborative, cooperative
work. • Heterogeneous grouping. • Building sense of community.
We need LESS . . . • Lecture, whole class.• Passivity -- “sit, listen,
be quiet, do your work.• Worksheets, basals,
dittos, textbooks. • Rote memorization.• Tracking, ability grouping.• Competition. • Standardized tests. • Emphasis on grades. • Focus on compliance.
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Culturally Responsive Pedagogy
1. Positive perspectives on parents and families
2. Communication of high expectations
3. Learning within the context of culture
4. Student-centered instruction5. Culturally mediated instruction6. Reshaping the curriculum -
meaningful, student-centered, and interdisciplinary
7. Teacher as facilitator
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Universal Design for Learning
1. Use multiple ways to present information
2. Provide multiple pathways for students’ action, expression
3. Provide multiple ways to engage students including collaborative, interactive structures
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Differentiated Instruction
1. Content2. Process (of accessing
information)
3. Product (ways in which learning is demonstrated)
Based on the students readiness, interest, and learning profile
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Authentic Multilevel Instruction
1. Authentic2. Engaging higher order
thinking3. Inclusive4. Multi-level5. Multi-modal6. Scaffolding7. Guided student
leadership and direction8. Evaluation based on
learning and growth
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CHAMPIONS OF INCLUSION COLLABORATE with others to maximize students’ development
Some examples Classmates who meet with Sammy (who has lost some
mobility from an accident in his friend’s car) to discuss ways of supporting him
The special education teacher who designs adapted activities for an astronomy unit with the grade 4 teacher who includes students with various disabilities
The early childhood teacher who discusses with her part time teacher’s aid better ways of engaging with Keisha (who is nonverbal) in play activities
Carlos (who is a blind high school student) who volunteers to tutor a struggling grade 2 reader in an after school program using appropriate level print Braille books
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Steps for Planning Authentic Multilevel Instruction Units and Lessons
Step 1: Select an authentic, interdisciplinary theme
Step 2: Develop multilevel learning goals
Step 3: Design product, assessment, and evaluation
Step 4: Engage students in authentic multilevel learning activities using workshop-based learning
Step 5: Differentiate lessons for individual students
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Step 1. Select an Authentic, Interdisciplinary Theme
Theme - a unifying topic regarding something in the real world
Authentic - engaging students in tasks related to real life. Two key aspects:
1. Topic of focus - of interest in the real world
2. Method of engaging students - real audiences, people involved in the topic, real places
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Advantages of Authentic Learning
Promotes higher-order thinking
Seeks depth of knowledge (fewer topics are engaged in greater depth)
Engages students in connecting to the world beyond the classroom
Encourages student construction of knowledge
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Examples of Interdisciplinary Authentic Lessons
A student interviews individuals he considers “heroes” and learns about their lives, developing written materials, a poster, a video, or another depiction
A student’s grandparents visit from a country that is in the midst of war. The class studies the country and class members write letters welcoming the grandparents to the United States.
A local industry has just closed, and many people have been laid off. At the same time a new shopping mall is opening and a high-tech industry is being built in a nearby town. A high school class studies why this is happening.
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Strategies for Creating Interdisciplinary Themes
Consider: How long do you want your thematic lessons to last?
Focus on science and social studies for topics
Engage students in dialogue and discussion about their interests
When you have a topic, provide a short description
Use a curriculum web to show many sub-topics and how they relate to one another; use the web to link each of the subjects to the theme
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Involve Students in Selecting Topics for Learning
Break students into pairs, have them interview each other, and publish the interviews as part of a class newspaper.
Ask students to interview their families and write “family stories” to share with the class.
Students create a scrapbook of their lives to introduce themselves to others.
Students reflect on what is going on in their lives, what questions they have about learning or their future, and create lists of things that puzzle them or worry them.
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Why Multilevel Differentiated Instruction is Important
Working with students with diverse abilities is a learning challenge in its own right
Multilevel instruction assures that each student is challenged at their own level, minimizing both boredom and frustration and increasing learning outcomes
Beyond ‘grade level’ to personal excellence and ‘just right work’ for each student
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Problems to Avoid in Designing Multilevel, Differentiated
Instruction
Don’t assign students to the level we think is theirs!! Design activities that allow functioning at multiple levels and students to settle to their own level of challenge
Don’t identify skills ‘all’ students will learn as a base. This too easily leads to the assumption that some students should not be in the class. Activities again show allow multiple levels of ability.
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Step 2: Develop Multi-level Learning Goals
Three Steps
1. Identify the overall learning goal for the lesson or unit
2. State anticipated successful learning levels for students functioniong at the highest, middle, and lowest levels in the class
3. Consider alternative, adapted learning goals for students at the high and low ranges if needed
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Keys for Good Multi-level Learning Goals
Focus on the higher levels of thinking in Bloom’s taxonomy
Higher level goals incorporate lower level abilities
Amazingly, higher level goals make it EASIER to have students function at multiple levels of ability
Because higher level goals can always be implemented at various levels of sophistication
You end up with higher levels of learning for ALL your students that is also more authentic and interesting!!
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BLOOM’S TAXONOMY OF EDUCATIONAL OUTCOMES
Competence Skills Demonstrated
EVALUATION Presenting and defending opinions by making judgments about information, validity of ideas orquality of work based on a set of criteria.Question Cues assess, decide, rank, grade, test, measure, recommend, convince, select, judge,explain, discriminate, support, conclude, compare, summarize
SYNTHESIS Compiling information together in a different way by combining elements in a new pattern orproposing alternative solutions.Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, whatif?, compose, formulate, prepare, generalize, rewrite
ANALYSIS Examining and breaking information into parts by identifying motives or causes; making inferencesand finding evidence to support generalizations.Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select,explain, infer
APPLICATION Solving problems by applying acquired knowledge, facts, techniques and rules in a different way.Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify,relate, change, classify, experiment, discover
COMPREHENSION
Demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting,giving descriptions and stating main ideas.Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate,differentiate, discuss, extend
KNOWLEDGE Recalls facts, terms, basic concepts and answers.Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote,name, who, when, where, etc.
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UNIT THEME: Human beings living in extreme conditions – space and deep in the ocean. Overall Learning Goal Understand the conditions under which plants can grow Learning Activity: small groups conduct a hydrophonic experiment (growing plants without soil as scientists are doing in space), record multiple data, and compare results of data from two different sources. Level 1. Help set up materials, work in a team Do basic recording of the responses of the plant.
Level 2. Learn how to work as a team. Plant seeds, record growth, and write simple conclusions.
Level 3. Learn to lea d a tea m . Plant seed s, record grow th , an d d o proje ctions of gr ow th .
Multi-level Learning GoalsExample from “Going to the Extremes” –
Jason Project
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Design Needed Alternative Learning Goals and Expectations
Sometimes needed but should use as a last resort
Connect alternative goals as closely to the lesson as possible
Connect to individual learning goals such as IEP goals
Consider changes in: Amount or difficulty of work Additional guided practice provided Change pace of instruction Provide extra time
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Help Students Understand Fairness
Fairness is NOT everyone doing the same thing and having the same expectations (in fact that is VERY Unfair)
Fairness is having everyone getting what they need to be successful
We teach students about multilevel functioning and how to support one another at their own level
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Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Step 3. Design Product, Assessment, and Evaluation
Assess students to determine (1) what they learned and (2) how they best learn
Work collaboratively with specialists to engage in assessment
Assess the whole child - skills, content knowledge, social-emotional development, etc.
Design products students will develop that reflect learning
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Assessment Tools
Portfolios Anecdotal records Rubrics Performance assessment Classroom tests Student-led conferences
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Grading and Report Cards
Grade based on:
Effort
Growth and improvement
Reaching personal goals
Differentiating grading Based on IEP goals Improvement and effort (if these are not
used for all students) Additional projects for extra credit or an
honors program
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Standardized Tests
Many problems are occurring with the increased focus on the use of standardized tests as the evaluation tool of schooling
If all students are to be measured by tests based on the general education curriculum, they must have access to that curriculum - thus strengthening the move to inclusive teaching
Other educators try to get such students out of their schools for fear they will bring down test scores
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Standardized TestsBest Practices
Keep tests in perspective - using good multilevel teaching is the best bet for increasing test scores!
Prepare students for taking the tests - teach that tests are a unique genre; help students understand the tests and how to respond to them (See Calkins, et al book!)
Students with disabilities may have accommodations in taking the tests: Reading questions Someone else writes a response Visual aids Alternative formats fo the exam Allowing for breaks
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Bumps in the Road
Segregated Functional Skills Training Rather than Education
• Curriculum based on ‘functional skills’ - personal hygiene, simple food preparation, sorting objects.
• Theory - academics aren’t valuable to these students; they need to learn community living skills in school
• Reality - People learn functional skills when they need them in real situations; evidence does not support effectiveness of functional skills; such programs further segregate students
• Functional skills can be learned in inclusive ways the way the rest of us learn At home and in the community when and
where skills are needed In inclusive school programs - cooperative
learning, school store, homemaking classes
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Back PackUniversal Design for Learning
Center for Applied Special Technology
http://www.cast.org/index.html
Project Zerowww.pz.harvard.edu/index.cfm