Professional Documents
Culture Documents
The teacher weaves the individual goals into the classroom content and
instructional strategies. The content and the instructional strategies are the
vehicles by which the teacher meets the needs of all the students.
Each lesson:
involves all students in the lesson through the use of questioning aimed
at different levels of thinking (Bloom's Taxonomy)
RATIONALE:
STEPS:
1. Identify:
- underlying concepts - What is that all students are to understand. Need
to clarify difference between the concepts and the content used to
develop the concepts.
- student objectives
2. Method of presentation:
- concept presented in such a way that all students are able to gain
varying degrees of knowledge based on their level of understanding
- learning styles of student - auditory, visual, kinesthetic, tactile
- level of cognitive domain - Bloom's Taxonomy
- differentiated participation - based on student's skill level
3. Method of student practice:
- allowance for assignments based on student's needs
- learning styles of student - auditory, visual, kinesthetic, tactile
- level of cognitive ability - Bloom's Taxonomy
- differentiated participation - based on student's skill level
4. Method of evaluation:
- linked to method of performance
- learning styles of student - auditory, visual, kinesthetic, tactile
- level of cognitive ability - Bloom's Taxonomy
- differentiated participation - based on student's skill level
5. Method of presentation: Adaptations may be necessary to the environment,
the materials and the mode of presenting the information.
ENVIRONMENT
Position in room:
o necessary supports:
o wheelchair accessible
o flip up desk
o tilt-top desk
o larger table
o stand at desk
o extra lighting
o feet supported
o bookends
MATERIALS
Student materials:
o audio cassettes
o video cassettes
o computer
o calculator
o manipulatives
o pictures
o notebooks/duotangs
o photocopy of notes
o line indicators
o different types of paper - graph, mid lines, raised lines, red and
green lines
o highlight directions
o section at a time
Adapted devices:
o scissors
o chalk holders
o pencil grippers
o highlighter
o bingo markers
o dycem
o erasable pens
PRESENTATION:
Teacher presentation:
repeat instructions
modify pace
simplify instructions
use pictures
give structured overview, have students fill in blanks, jot notes, etc.,
while listening
photocopy information
team teaching
webbing
concept mapping
brainstorming
webbing
mentorship
Differentiated Participation:
Bloom's Taxonomy
Method of Evaluation
Evaluation:
self evaluation
Know-Want to Know-Learned
peer evaluation
work samples
video
spot checks
portfolio
tests
dictate
oral
use calculator
draw pictures
take home
open book
enlarge print
Reporting:
focus on growth
Sources: