DI, UDL, EI and SDI

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UDL and the Learning Brain One must recognize information, ideas, and concepts One must be able to apply strategies to process the information One must be engaged http://www.cast.org CAST© 2003 Vygotsky
UDL and the Learning Brain Task is too difficult for learner ZONE OF PROXIMAL DEVELOPMENT: Learning occurs when there is an appropriate level of challenge and support to learn the task. Task is too easy for learner http://www.cast.org CAST© 2003
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 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 94 and 95:
Page 96 and 97:
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 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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