DI, UDL, EI and SDI

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Provide Several Models The number of models needed depends on: • The complexity of the target skill • The students’ ease in learning new skills • Their background knowledge in the academic area • The amount of time the model requires Modeling should not be overdone!
Involve Students in the Model After the first modeling, ask students questions in which the answers rely on the first model. These questions serve three functions: • Keeping students involved <strong>and</strong> active in the lesson • Having students rehearse the critical content • Verifying underst<strong>and</strong>ing Because many students have difficulty listening passively for extended periods, keeping them involved is imperative!
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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
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 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 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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