DI, UDL, EI and SDI

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Jigsaw Another way of presenting information…… Students in groups develop an expertise in one area. Each group goes back to the whole group to teach their “expertise” to the others. 24
The Importance of Knowing Your Students • Student Learning Profile • Interest Inventory • Multiple Intelligence Checklists • Observations of your students 25
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 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!
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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
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 94 and 95:
Page 96 and 97:
Page 98 and 99:
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
Page 104 and 105:
Guided Practice Also called We Do (
Page 106 and 107:
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
Page 114 and 115:
Homework (You Do) - The same princi
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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