Differentiation of Instruction
Quality lessons and instruction are designed to accommodate a broad range of abilities and disabilities and are designed so that all students can find success. Some ways in which a unit can be more accessible to all students may be relying on resources such as tracing templates, pencil grips, projected visuals, accessible websites, and three dimensional models.
Designing Lessons
EXAMPLE: SKETCHBOOKS
Using sketchbooks to learn about Victorian Architecture is one way to address the potential barrier that making & taking a drawing in art class creates. Copying a directed drawing that the teacher demonstrates but does not explain and discuss creates missed opportunities for student learning, exploration, revision, and critical decision making. Instead of making & taking our drawings, we will spend the first class learning and exploring the purposes and meanings of architectural terms in our sketchbooks. Students will sketch, revise, and generate an idea for the look of their victorian house in their sketchbook.
One example method of differentiation:
Materials & Methods: Literacy and Learning Architectural Vocabulary Terms
Potential Barriers/Missed Opportunities: Provide individual printouts of terms and project checklists. Image/ text screencast show visual comparisons of terms. Visual note taking. Sketch graphic notes in sketchbooks.
Solutions to barriers: Image/ text screencast show visual comparisons of terms. Visual note taking. Sketch graphic notes in sketchbooks. Provide individual printouts of terms and project checklists.
"Inclusion is about providing the help children need to learn and participate in meaningful ways. Sometimes, help from friends or teachers works best. Other times, specially designed materials or technology can help. The key is to give only as much help as needed."- Individuals with Disabilities Education Act (IDEA)
Resources for continuing to find solutions:
The CAST.org Universal Design for Learning website provides a "Solutions Finder" teaching solution generator to help match solutions to potential barriers or missed learning opportunities.
EXAMPLE: SKETCHBOOKS
Using sketchbooks to learn about Victorian Architecture is one way to address the potential barrier that making & taking a drawing in art class creates. Copying a directed drawing that the teacher demonstrates but does not explain and discuss creates missed opportunities for student learning, exploration, revision, and critical decision making. Instead of making & taking our drawings, we will spend the first class learning and exploring the purposes and meanings of architectural terms in our sketchbooks. Students will sketch, revise, and generate an idea for the look of their victorian house in their sketchbook.
One example method of differentiation:
Materials & Methods: Literacy and Learning Architectural Vocabulary Terms
Potential Barriers/Missed Opportunities: Provide individual printouts of terms and project checklists. Image/ text screencast show visual comparisons of terms. Visual note taking. Sketch graphic notes in sketchbooks.
Solutions to barriers: Image/ text screencast show visual comparisons of terms. Visual note taking. Sketch graphic notes in sketchbooks. Provide individual printouts of terms and project checklists.
"Inclusion is about providing the help children need to learn and participate in meaningful ways. Sometimes, help from friends or teachers works best. Other times, specially designed materials or technology can help. The key is to give only as much help as needed."- Individuals with Disabilities Education Act (IDEA)
Resources for continuing to find solutions:
The CAST.org Universal Design for Learning website provides a "Solutions Finder" teaching solution generator to help match solutions to potential barriers or missed learning opportunities.