DI, UDL, EI and SDI

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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).
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DI, UDL, EI and SDI: What does it a
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What is Differentiated Instruction?
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Differentiated Instruction IS NOT:
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“…it‟s just shaking up the cl
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Know your teaching style and learn
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Ongoing Assessment: The Key to a Di
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Why use formative assessment and pr
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Examples of Assessments Ongoing Ass
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Exit Card Groupings Readiness Group
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EXIT CARDS Today you began to learn
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EXIT CARDS We have begun a study of
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Jigsaw Another way of presenting in
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Learning Profile YES NO I study bes
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Middle to High Prep Lessons • Tic
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What is UDL?
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UDL and the Learning Brain One must
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UDL and the Learning Brain • The
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UDL Philosophy…
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What is Explicit Instruction?
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What is Explicit Instruction? “It
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A Peek at Scaffolding
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Simpler Scaffolding
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But, What About Specially Designed
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But Do I Have To? Yes!!!! Specially
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What is Special Education: NYS Regu
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What is Specially Designed Instruct
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Common Core and Application to Stud
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What does all this mean? • To dev
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Explicit Instruction: Designing Les
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Opening of the Explicit Lesson A go
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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?
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DI, UDL, EI and SDI

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