adaptations & modifications

ADAPTATIONS & MODIFICATIONSSESSION 5: DESIGNING THE LESSON SEQUENCE

SHELLEY MOORESDL – SURREY/ VANCOUVER COHORTS

LOOKING BACKClass Profile

- Strengths/ Stretches/ Interests- Inclusion triangle- Set literacy (thinking) goals

Planning Backwards- Set Content Goals (Know & Do)- Determined Big ideas and Essential questions- Designed summative assessment

Considering Diverse Texts- level- format- variety

Adaptations & Modifications- Planning the Lesson SequenceShelley Moore, 2013

LOOKING AHEADLesson Design

- unit level approaches- lesson level approaches

Next …Specific Strategies

- adaptations- modifications


A GREAT LESSON I ONCE HAD…

Think back to a great lesson you remember in your school days?

- What do you remember?- What made it great?- Why do you remember it?


A GREAT LESSON IS …

- Purposeful- Constructive- Active- Engaging- Links to experience

AND…

Schnellert, Watson, Widdess, 2013

A GREAT LESSON IS …

Strategic


OUR GOAL FOR ANY LESSON IS….

STUDENT LEARNING

HOW DO WE GET THERE??


ASSESSMENT“We assess to gather evidence of student learning that will inform instructional decisions in ways that maximize that learning…As learning progresses, we and our students need regular information about what they have and have not yet learned. This permits us and them to make instructional decisions that keep them growing.” (Taylor & Francis, 1995)


ASSESSMENT TO INSTRUCTION

Assessment to Instruction Cycle: SD38, 2006

WHERE DOES OUR WORK SO FAR FIT???Class Profile

A Discovered Strengths/ Stretches/ InterestsB Organized Inclusion/RTI triangleC Decided on Literacy (thinking) goals

Backwards PlanningD Organized Content Goals (Know & Do)F Extended goals for students on IEPsG Determined Big ideas and Essential questionsH Designed summative assessment

Considering Diverse TextsI levelJ formatK varietyL content/theme


WHAT AREAS HAVE WE NOT ADDRESSED YET??????


Designing, “instructional activities that start with students’ current needs, interests and abilities and build from there to develop needed expertise” (Smith and Wilhelm, 2006)

Implementing/ Teaching:


Designing the lessons:1. Unit level approaches

2. Lesson level approaches


Unit level approaches - Workshop- Starting with connections- differentiation- literature/ information circles- cooperative learning- project based learning - inquiry- arts integration- cross curricular integration- themes/issue based learning- service learning


WORKSHOP“The workshop model gives students tools for understanding content. Workshop emphasizes the interaction between a reader and a text. It builds independence and transfers easily to other contexts.”


WORKSHOP- Another way to organize lessons in a

unit

- A common approach in reading and writing classes, nut not limited to them

- Is an exceptionally wonderful approach for a classrooms including students with special needs


WORKSHOPWorkshop Structure:

- Mini lessons- Short lessons developed based on information collected

on students through out the unit around areas needing to be improved on

- Independent working time- Although student may all be using different texts and

stages of a project, they are all working on a similar process (e.g. writing cycle, reading strategies)

- During this time, the teacher conferences with individual students to build additional skills

- Sharing- After working, everyone comes back together and shares

what they worked on, a success, a learning etc.


STARTING STRONG WITH CONNECTIONS

“We want all students to connect what they and others already know to the ideas and concepts they will be studying. We often start a learning sequence by asking students to predict, link, and compare key words, ideas, images, artifacts, or relationships before engaging with new content.” (Schnellert, Watson & Widdess, 2013)


STARTING STRONG WITH CONNECTIONS

- Make predictions- Hooks/ engages- Activate prior knowledge- Introduce new vocabulary


UNIT LEVEL APPROACHES

All the lessons in a unit

Which lessons would be considered “connecting lessons?”

1 2 3 4 5 6 7


CONNECTINGExample lessons:- Making predictions- Vocabulary development- Building criteria


PREDICTING/ BUILDING VOCABULARYScenario:You are beginning a Social studies unit. You have a lot of students who have ESL needs.


PREDICTING/ BUILDING VOCABULARYActivity #2:In your groups, discuss the meanings of the vocabulary wordsSort the words into categories that make sense to you


VOCABULARY BUILDING- What do I already do to help build vocabulary with my

students?

- What are some new things I would like to try in my classroom, to help build vocabulary with my students?


BUILDING CRITERIAScenario- Your summative assessment for a

unit is to write a powerful picture book.

- As a connecting lesson, students will be constructing the rubric that their summative assignment will be assessed.


BUILDING CRITERIAActivity #2- Look at the picture books on

your table.- Using the “Placemat,” in your

sections, write down features of the books that are

POWERFULAdaptations & Modifications- Planning the Lesson Sequence

Shelley Moore, 2013

BUILDING CRITERIA- As a group, share your

powerful features- Group your features together- Come up with common

categories- Write these categories in the

center of the placematAdaptations & Modifications- Planning the Lesson Sequence

Shelley Moore, 2013

BUILDING CRITERIA***Your categories are the categories on your rubric!!!***- Now…

- Go back into the books- Fill in details in the “you got

it!!!” column


BUILDING CRITERIA- Next

- fill in the other columns….

TA DA!!!!!!!!! A rubric!!!


OTHER STRATEGIES FOR CONNECTING STUDENTS AT THE BEGINNING OF A UNIT:

- KWL charts- 3-2-1- Anticipation Guide- Think of a time…


STARTING A UNIT STRONG- What do I already do to get my students to connect with a

new unit?

- What are some new things I would like to try in my classroom, to help connect my students to a new unit?


LESSON STRATEGIES - Zooming in: Lessons at the day to day level

ZOOOOOOM

Lesson Level


Lesson level approaches- Phases of a lesson


There are many strategies that we use to help students engage in content and develop thinking skills. These are categorized in three ways: connecting, processing, transforming (Brownlie & Close, 1988; Brownlie & Schnellert, 2009).

PHASES OF A LESSON


PHASES OF A LESSON

Connecting: Activating prior knowledge/helping students connect what they are learning to what they already know

Processing: Helping students process new content/building their repertoire of meaning making strategies

Transforming/Personalizing: Provide opportunities for students to personalize and transform their learning

Brownlie & Close, 1988; Brownlie & Schnellert, 2009

EXAMPLES: CONNECTING


WHAT DO THESE PICTURES HAVE IN COMMON?


INTEGER RAP


http://www.youtube.com/watch?v=kOLfvdEv0yM

EXAMPLES: PROCESSING


1. SORT THE INTEGERS INTO HOT AND COLD (POSITIVE AND NEGATIVE).

HOT NUMBERS COLD NUMBERS

- 5, +10, +6, -12, +2, -3, -2, -1, +8


proc

essi

ngADDING INTEGERS CAN BE VERY EASY!!! HERE IS THE SHORTCUT.

Imagine you have 2 teams:

The Nantucket Negatives

The Pittsburg Positives


proc

essi

ngWhen we look at the question now we sort the integers based on the team that scores.

Now we need a scoreboard


proc

essi

ngOnce the integers are all being ADDED, then we put it in the score board!

(+60) + (+30) + (-10) + (-20)=

Who scored first the positives or the negatives?What did they score?So we put thaton the scoreboard!

Now who scorednext and what didthey score?

Keep going until allthe integers are on the scoreboard.

(+60)

(+30)

(-10)

(-20)


proc

essi

ngTake this integer question for example:

(+60) + (+30) + (-10) + (-20)=

(+60)

(+30)

(-10)

(-20)

Who Won???

How do you Know?

The winning team becomes the first name of the integer

(+ 60)

How much did they win by?How did you figure it out?

The difference of the score is the last name of the integer

(90) (30)

Final Score!!!


EXAMPLES: TRANSFORMING/ PERSONALIZING


Schnellert, Watson & Widdess 2013

PUTTING IT ALL TOGETHER


Name:

Conn

ect

What are other ways that we use integers in everyday life?

Proc

ess

Sort the vocabulary words given into the following categories:

Report out:My partner and I chose ______ to be the words in and _______ to be the words out because_________.

operations

What math vocabulary do I need to work with integers?How do I order integers from greatest to least or least to greatest?

signs


Proc

ess

Put the following integers on your number line:+6 -2 +10 -8 +1 -1 -9 +3

What do you notice about:- The positive numbers as they increase in value?- The negative numbers as they increase in value?

Report out:My partner and I notice that as the positive numbers increase, the value of the digits _________. And we notice that as the negative numbers increase, the value______________.Using the number line, which is greater?

-2 +1 (Shay) +3 +9 (Teaghan)34 -456 (Ali) -9 -3 (Sam)-2 +1 (Brandon) -11 +5 (Aron)-

Name:What math vocabulary do I need to work with integers?How do I order integers from greatest to least or least to greatest?


Tran

sfor

m/P

erso

naliz

e Log- Quick WriteWhat math vocabulary do I need to know to understand integers, and how can it help me?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How do I order integers from greatest to least?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name:What math vocabulary do I need to work with integers?How do I order integers from greatest to least or least to greatest?


Connect

Activating prior knowledge/helping students connect what they are learning to what they already know

3-2-13 strips of tape Inside/Outside circlesShould I stay or should I go

Anticipation GuideThink-Aloud or Thought BubbleThink of a time…Partner Interview

Process

Helping students process new content/building their repertoire of meaning making strategies

Magnet notesQuick writePartner talkListen-Sketch-Draw

Venn diagramsReciprocal teachingCarouselFour quadrantsSay Something

Transform/Personalize

Provide opportunities for students to personalize and transform their learning

TableauWhat? So What? Now What?IdeagramMind mapExit slip

Critical timelineComic StripStoryboardLearning Journey


OPEN ENDED STRATEGIES

OTHER RESOURCES


QUICK WRITE- (TRANSFORM/PERSONALIZE)- What stood out for you today?

- What is something that you want to try?

- What are some questions you still have?


adaptations & modifications

Documents

lesson sequenceshelley

great lesson

learning inquiry

evidence of student

plate tectonics science

learningas learning

instruction assessment

instructional decisions