DI, UDL, EI and SDI

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Ongoing Assessment: The Key to a Differentiated Classroom • Preassessment – (finding out or benchmarking) • Formative Assessment – (keeping track <strong>and</strong> checking-up, progress monitoring) • Summative Assessment – (making sure, final assessment) 12
Why Preassess? • Helps determine differences before planning. • Helps teacher design activities that are respectful <strong>and</strong> challenging • Allows teachers to meet students where they are • Identifies starting point for instruction • Identifies learning gaps • Makes efficient use of instructional time 13
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 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
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Discuss the Relevance of the Target
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Review Critical Prerequisite Skills
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A review is Straightforward and Inv
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In Summary… “The opening of a l
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Modeling (I do it.) Modeling is a v
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Think-Aloud
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Anita Archer Modeling!
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Provide Several Models The number o
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Prompted or Guided Practice High le
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Verbal Prompts • Highest level-te
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Unprompted Practice (You do it.)
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Activity • Archer Video on Active
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Closing of the Explicit Lesson The
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Active Teaching and Explicit Instru
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Explicit Instruction of Vocabulary:
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More Characteristics of Active Acti
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Active Teaching Ways to actively en
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Active Teaching (This is moving in
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Guided Practice Also called We Do (
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Guided Practice Samples
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Guided Practice In strategy/skill i
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Error Correction in Explicit Instru
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MONITOR AND PROVIDE FEEDBACK Correc
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Homework (You Do) - The same princi
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Homework is “You Do”!
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Best laid plans… Questions?
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DI, UDL, EI and SDI

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