DI, UDL, EI and SDI

More documents

Recommendations

Info

Homework (You Do) – The same principles of corrective feedback still apply. – Teacher must circulate. – While the ultimate goal is for students to respond without prompts, students who still need assistance get prompting from the teacher. • You should NOT hear from the teacher: – How many times have we done this? – Why can’t you remember this? – You should know this by now. – Just think about it.
Homework (You Do) • Teacher elicits alternatives from students with disabilities when responses are incorrect.(this only comes after modeling of how to think). – Students need corrective feedback so they only hear the correct answers. – Fishing for responses leads to incorrect underst<strong>and</strong>ings • When students with disabilities’ responses are inaccurate, staff re-teaches the concept/strategy individually or in small groups. – “re-teaching” means continued prompting with corrective feedback. – If that doesn’t work, teacher needs to go back <strong>and</strong> do some more We Do practices with student(s).
Page 1 and 2:
DI, UDL, EI and SDI: What does it a
Page 3 and 4:
What is Differentiated Instruction?
Page 5 and 6:
Differentiated Instruction IS NOT:
Page 7:
“…it‟s just shaking up the cl
Page 10 and 11:
Know your teaching style and learn
Page 12 and 13:
Ongoing Assessment: The Key to a Di
Page 14 and 15:
Why use formative assessment and pr
Page 16 and 17:
Examples of Assessments Ongoing Ass
Page 18 and 19:
Exit Card Groupings Readiness Group
Page 20 and 21:
EXIT CARDS Today you began to learn
Page 22 and 23:
EXIT CARDS We have begun a study of
Page 24 and 25:
Jigsaw Another way of presenting in
Page 26 and 27:
Learning Profile YES NO I study bes
Page 28 and 29:
Middle to High Prep Lessons • Tic
Page 30 and 31:
What is UDL?
Page 32 and 33:
UDL and the Learning Brain One must
Page 34 and 35:
UDL and the Learning Brain • The
Page 36 and 37:
UDL Philosophy…
Page 38 and 39:
What is Explicit Instruction?
Page 40 and 41:
What is Explicit Instruction? “It
Page 42 and 43:
A Peek at Scaffolding
Page 44 and 45:
Simpler Scaffolding
Page 46 and 47:
But, What About Specially Designed
Page 48 and 49:
But Do I Have To? Yes!!!! Specially
Page 50 and 51:
What is Special Education: NYS Regu
Page 52 and 53:
What is Specially Designed Instruct
Page 54 and 55:
Common Core and Application to Stud
Page 56 and 57:
What does all this mean? • To dev
Page 58 and 59:
Explicit Instruction: Designing Les
Page 60 and 61:
Opening of the Explicit Lesson A go
Page 62 and 63:
Gaining the Students’ Attention
Page 64 and 65: Discuss the Relevance of the Target
Page 66 and 67: Review Critical Prerequisite Skills
Page 68 and 69: A review is Straightforward and Inv
Page 70 and 71: In Summary… “The opening of a l
Page 72 and 73: Modeling (I do it.) Modeling is a v
Page 74 and 75: Think-Aloud
Page 76 and 77: Anita Archer Modeling!
Page 78 and 79: Provide Several Models The number o
Page 80 and 81: Prompted or Guided Practice High le
Page 82 and 83: Verbal Prompts • Highest level-te
Page 84 and 85: Unprompted Practice (You do it.)
Page 86 and 87: Activity • Archer Video on Active
Page 88 and 89: Closing of the Explicit Lesson The
Page 90 and 91: Active Teaching and Explicit Instru
Page 92 and 93: Explicit Instruction of Vocabulary:
Page 98 and 99: More Characteristics of Active Acti
Page 100 and 101: Active Teaching Ways to actively en
Page 102 and 103: Active Teaching (This is moving in
Page 104 and 105: Guided Practice Also called We Do (
Page 106 and 107: Guided Practice Samples
Page 108 and 109: Guided Practice In strategy/skill i
Page 110 and 111: Error Correction in Explicit Instru
Page 112 and 113: MONITOR AND PROVIDE FEEDBACK Correc
Page 116 and 117: Homework is “You Do”!
Page 118 and 119: Best laid plans… Questions?
show all

DI, UDL, EI and SDI

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?