DI, UDL, EI and SDI

More documents

Recommendations

Info

Unprompted Practice (You do it.) • The purpose of the unprompted practice in an explicit lesson is to determine whether the students can perform the skill without any physical, verbal or visual prompts. • Provide students with several problems similar to the ones presented during the modeling and guided practice and have them do these on their own. It is a good idea to do just one at a time, then check and provide feedback!
Three Components • May be each identified once in an entire lesson • May be that each component is repeated a number of times in a single lesson OR • The three components may occur over many days
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 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 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 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?
show all

DI, UDL, EI and SDI

Create successful ePaper yourself

Delete template?

Save as template?