UNIVERSITY OF THE SOUTHERN CARIBBEAN

P.O. BOX 175, PORT OF SPAIN

E-Portfolio – Final Draft

https://myalynch.weebly.com/

An Assignment
Presented in Partial fulfillment
Of the Requirements of the Course
SPED345 – Teaching in the Inclusive Classroom

INSTRUCTOR: Mrs. Lancashia Joseph-John, M.A., PhD (cand.)

By

Angela Lynch

23rd June, 2018

Approval ……………………

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 Table of Contents

Page No.

Introduction……………………………………………………………………………... 04

1. A plan for ongoing informal and formal assessments to help inform instruction
and monitor student progress………………………………………………………......05

2. A plan for managing the classroom environment (Module 3)…………………………08

a. Create a structure in your classroom (e.g., you may use a picture or a plan)
b. Differentiate your environment ---(Use floor plans or picture of your environment)
Learning Environment.

Examples of differentiating learning environment at the elementary level include:

(1) making sure there are places in the room to work quietly and without distraction, as well as
places that invite student collaboration; (You floor plan will show your quiet area)

(2) providing materials that reflect a variety of cultures and home settings ( illustrated by
classroom charts and student display);

(3) setting out clear guidelines for independent work

that matches individual needs (your rules, etc);

(4) developing routines that allow students to

get help when teachers are busy with other students and cannot help them immediately (your
positive behavior charts );and

(5) helping students understand that some learners need to move around to learn, while others
do better sitting (part of your design)

3. Structured Lessons (use mini lesson plans for whole-class, small group, individualized
instruction)……………………………………………………………………………25

4. Differentiated instruction plans by using flexible grouping,……………………….34

a. providing activities that appeal

to various learning-style preferences,

b. giving students choices,

c. and creating alternative activities and assessments (Tomlinson, 2001).

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 5. A plan to use “universal design"(see lots of example in module 8). Incorporate three
qualities of universal design:………………………………………………………….42

a. Multiple means of representing content (visual and oral

strategies),

b. Multiple means of students' expression of content (writing, illustrating,

speaking), and

c. Flexible means of engagement as students learn (videos, software, and role

playing). http://www.cast.org/udl.

6. Opportunities for students to work in small groups and in pairs……………………56

7. Use the instructional sequence of "I do" (teacher model), "We do" (group practice),
and "You……………………………………………………………………………….59
do" (individual practice). Provide supports or scaffolds to students as they are learning
new
material and withdraw them when they are able to perform the task on their own (Bender,
2002).(your lesson plans will show that or your class picture/video with routine.

8. Opportunities for learning strategies along with content material…………………..68

Strategy instruction for reading e.g. skills-focused instruction and guided reading. "Learning
strategies help students
learn and perform by providing them with a specific set of steps for:

(a) approaching new and difficult tasks,

(b) guiding thoughts and actions,

(c) completing tasks in a timely and successful

manner, and

(d) think

References………………………………………………………………………………80

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 Introduction

This e-portfolio is a compilation of relevant materials and resources that general and special

education teachers can use to teach in the inclusive classroom. Most importantly, the information

enclosed would work ideally for my students who are all non-verbal, some hearing and others

partially hearing impaired. Included in this e-portfolio, are plans consisting of both informal and

formal assessments to help inform instruction and monitor students’ progress, as well as

managing the classroom environment. It also comprises of materials that reflect a variety of

cultures by using classroom charts, artifacts and students’ display. Additionally, this e-portfolio

sets out clear guidelines with examples of classroom rules and shows lesson plans that provide

activities that cater to learners various learning styles, preferences and interests, all at the same

time giving opportunities for the students to work in small groups, pairs and individually. The

activities and lessons are planned especially to teach students useful routines, tolerance of others

who may be different, learning strategies and meaningful skills that will help with their overall

development.

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 1. A plan for ongoing informal and formal assessments to help inform instruction and
monitor student progress.

There are several types of assessments that is used to test different aspects of a student’s

performance. Hence, it is important for classroom teachers to ensure that they have an ongoing

plan for assessing students’ academic progress. There are many types of formal and informal

means of assessment options that schools can choose from. Regardless of the methods, students

should be assessed periodically so that their progress can be ascertain. Scholastic.com (2018),

cited that, “Informal assessments are not data driven but rather content and performance driven

whereas, Formal or standardized measures should be used to assess overall achievement, to

compare a student's performance with others at their age or grade, or to identify comparable

strengths and weaknesses with peers.”

According to Lerner and Johns (2012), in the book Learning Disabilities and Related Disabilities

pg. 38, “Assessment procedures are used to identify the nature of the student’s challenges and to

plan instruction.” They further stated that according to “clinical teaching”, assessment is only a

starting point and it does not stop when teaching begins. One of the uses of assessment is to

monitor pupils’ progress. Several approaches to monitoring can be used which include

standardized formal tests, informal measures and a continuous monitoring procedure. As such,

they have suggested that progress monitoring and curriculum-Based Measurement are two ways

of monitoring students’ progress. Progress monitoring is typically done on a regular and frequent

schedule. That is, the teacher measures a student’s academic performance on a regular basis

(weekly or monthly) and charts the academic performance. This program is usually prepackaged

and enables teachers to use computers to produce the graphs and charts in order to monitor the

students’ progress. Curriculum-Based Management is described as a procedure for assessing the

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growth of basic skills as students are tested on what they actually do in the classroom based on

the curriculum. This form of assessment requires that the students actively perform some tasks

through frequent and repeated measures. These results are also graphed or charted.

Likewise, according to Wordpress.com (2015), formal assessments are the systematic, pre-planned

data-based tests that measure what and how well the students have learned. Also, they determine

the students’ proficiency or mastery of the content, and can be used for comparisons against certain

standards.

Examples:

 standardized tests
 criterion referenced tests
 norm referenced test
 achievement tests
 aptitude tests

Whereas, informal assessments are those spontaneous forms of assessment that can be easily

incorporated in the day-to-day classroom activities and which measures the students’ performance

and progress. They are content and performance driven.

Examples:

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  checklist
 observation
 portfolio
 rating scale
 time sampling
 event sampling
 anecdotal record

According to Logsdon, A. (2018), she has proposed the following three types of methods as

being appropriate ways of assessing students especially those with special needs. For example,

observation which is a helpful tool to measure students’ educational progress, plus criterion-

referenced tests measures specific skills a student has learned and authentic assessment is used to

measure progress in applied skills and rate students' performance on real-world tasks.

The following is a link of an assessment plan for kindergarten, which demonstrates a plan for

ongoing informal and formal assessment to help inform instruction and monitor students’

progress before, during and after an assessment is administered. The template includes

components of how to effectively organize and set up an assessment plan:

http://sites.uco.edu/ceps/files/tes/student-teaching/Teacher%20Work%20Sample/Assessment-
Plan.pdf

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 2. A plan for managing the classroom environment (Module 3)

At the beginning of the school’s term it is important for the classroom rules to be established

preferably as a collaborative effort between students and their teachers. The classroom teacher

should then go over and explain clearly to the students the details of the agreed rules for clarity.

Furthermore, during the class discussion students should know what are the rewards for

complying with the rules and what are the consequences if the rules are not obeyed. Likewise, a

class teacher should establish a behavior intervention plan (BIP).

A behavior intervention plan (BIP) is a strategic plan that is used to eliminate behavior problems

by addressing the cause of the behavior. Behavior interventions are the steps, or interventions,

teachers take to stop problem behaviors from happening in the classroom.

According to Webster, J. (2018), Behaviour contracts can focus the students and teacher on the

good behavior rather than on the problems. A behavior contract can be a positive intervention to

avoid the need to write a Behavior Intervention Plan. If a child's behavior merits a check in the

Special Considerations section of the IEP, federal law requires that you conduct a Functional

Behavioral Analysis and write a Behavior Intervention Plan. If another intervention can prevent

the behavior from getting out of control, you can avoid a lot of work where it pertains to possibly

needing to call an additional IEP team meeting.

Below is an example of a BIP form, which includes areas for teachers to assess and record the

behavior performance of their students in order to evaluate their progress over a period of time.

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https://nationalgriefawarenessday.com/876/behavior-intervention-plan

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a. Create a structure in your classroom (e.g., you may use a picture or a plan)

The classroom rules seen below are similar to those that I have in my classroom. In conjunction

to the classroom rules is a behavior chart which shows if the students are well behaved or not,

their placement in terms being outstanding to a deterioration in behaviour whereby parental

contact has to be made. This is used as students names are placed on pegs or clips (decorated by

the students) and these are used to move up and down the scale of behavior. In addition, a list of

rewards for good behavior and consequences for misbehaviors are posted up as well as a

reminder to students.

The following classroom rules was provided by Mark Warner (2016), suggested age range: five

(5) to eleven (11) years old.

Classroom Rules

Students can be assessed at the end of the day with a similar type rubric as seen below which is

used to indicate or to ascertain whether or not the student was on task for the day and have met

the expected goals or perhaps instead they will require additional guidance for staying on task.

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http://www.victoriesnautism.com/uploads/4/0/4/0/4040527/my_school_day_2_gyr..._home_disc
ussion..pdf

Behavior Chart

http://bainbridgeclass.blogspot.com/2011/07/makin-it-to-top-clip-chart-overview.html

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List of Possible REWARDS AND CONSEQUENCES

Consequences

 If you break a rule the first time, you will receive a verbal warning.

 If you break a rule the second time, you will receive a written warning.

 If you break a rule the third time, you will eat your lunch in the classroom and lose recess

privileges.

 If you break a rule the fourth time, a note will be sent home to your parents or guardians.

*If a note has been sent home for the same behaviors, then I will request a meeting with the

parents or guardians in order to set up a behavior contract with the student.

**Severe Clause: If a student attempts to harm himself or others or attempts any other violent

actions, the consequences above do not apply, and the student will be removed from the

classroom immediately and sent home.

Behavior Awards

If a student shows on task and responsible behavior, they will receive a good behavior

ticket. When the student receives 10 tickets, they will be rewarded with one of the following:

1. 15 minutes of free time (i.e. silent reading, playing educational games on the iPad or

laptop, or

2. 3 points of extra credit on the next reading test

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The Jelly Bean Policy

As a class, there will also be a jelly bean policy.

 When the whole class is on task, they will receive two jelly beans. Each time the class is

complimented by another adult, they will receive three jelly beans.

 If the class is off task, then they will lose two jelly beans.

 Once the jar is full, the students will vote for a party (movie, ice cream, pizza, or donuts)

In case of problem behavior:

If any students have any recurring disruptive or problem behaviors, it may be necessary to

implement a behavior contract. This entails a meeting between teacher, parents, and student to

find the best solution to solve their behavior. The student, parents, and teacher will then sign the

contract, stating that the student will monitor and improve their behavior, and in return gain

something (i.e. an extra ticket per day, extra computer time, etc.).

http://sarahcrossclassroom.weebly.com/classroom-rules-consequences-and-rewards.html

13
b. Differentiate your environment --- (Use floor plans or picture of your environment)”
Learning Environment.

Examples of differentiating learning environment at the elementary level include:

(1) making sure there are places in the room to work quietly and without distraction, as
well as places that invite student collaboration; (You floor plan will show your quiet area)

https://azrielicreativelearning.weebly.com/learning-environment.html

According to Dr. Goldberg, S. (n.d), “Differentiating Learning Environment” includes:

• Groupings which are fluid and flexible and approximate real-life situations

• Access to various materials and resources

• An atmosphere which encourages expression of new ideas, acceptance of diversity, and

exploration

• Experiences reflecting learner interests and ideas

• Honoring the dignity of all learners"

As such, an elementary classroom with diverse learners, including students with special needs

should ideally consist of the following areas or stations in order to cater to the students’ different

needs and interests. These include:

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A room in which students can work quietly without distraction – in this space students

should have the option of being seated on a large rug, bean bags chairs or soft sofa and

with pillows and cushions

A room where students meet to engage in collaborative classroom activities

Subject stations

Science centers

Section displaying different cultures

Cubbies/Cubicles for each student

Work table

Reading corner

Library

Computer room

Craft room

Room where life’s skills are taught

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http://blog.schoolspecialty.com/wp-content/uploads/2015/09/main12.jpg
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https://www.bing.com/images/search?view=detailV2&ccid=qOektma0&id=0FE89C0673A8747
75BED675FFB470EDE177B877E&thid=OIP.qOektma0hC27wYum_sXgRAHaFj&mediaurl=ht
tp%3a%2f%2fstephanie.stearns.googlepages.com%2fSlide1.jpg&exph=540&expw=720&q=Ele
mentary+Classroom+Floor+Plan&simid=608016643984787229&selectedIndex=2&ajaxhist=0

(2) providing materials that reflect a variety of cultures and home settings ( illustrated by
classroom charts and student display).

According to Lynch, Ed. D. (2012), “A primary goal of culturally responsive education is to help

all students become respectful of the multitudes of cultures and people that they’ll interact with

once they exit the educational setting.” He acknowledges, “in general, most students are

comfortable interacting with people, behaviors, and ideas that they are familiar with but react

with fear and apprehension when faced with the unfamiliar.” However, “among its other goals,

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culturally responsive instruction aims to teach students that differences in viewpoint and culture

are to be cherished and appreciated rather than judged and feared.”

In my classroom there is usually artifacts and exhibits depicting and representing the culture of

the Caribbean islands and more so about our island of Antigua and Barbuda. For example as

follows:

Pottery in Antigua and Barbuda National Dress of Antigua and Barbuda

Historical sites and monuments in Antigua and Barbuda

National Heroes of Antigua and Barbuda

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Flag of Antigua and Barbuda

Flags and artifacts from around the world and the Caribbean.

(3) setting out clear guidelines for independent work that matches individual needs (your
rules, etc)

Gray, L. (2018) of Study.com noted that once a teacher has taught a lesson an important

component to the equation of teaching and learning is to follow with independent practice. That

is allowing student to practice what they have been taught. Hence allowing students independent

work practice is crucial to their learning.

In an inclusive classroom, it is important for students to be grouped in different seating

arrangements such as heterogeneously, homogeneously and in a whole class setting. The diagram

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below shows such seating or grouping arrangements. However, as seen in the next diagram it

shows how students can be arranged for independent seatwork in the classroom.

Besides, setting up the rules as seen below it is also ideal to prepare students to work

independently so that they will be aware of what is expected of them and how they may stay on

task.

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Additionally, the following bookmark could be given to each student as a reminder of how they

can effectively execute the task and strategy of successfully engaging and completing seatwork.

https://education.wm.edu/centers/ttac/resources/articles/teachtechnique/strategiesforteachingsoci
alskills/index.php

(4). developing routines that allow students to get help when teachers are busy with other
students and cannot help them immediately (your positive behavior charts ).

At the beginning of the school’s term routines should be established and discussed so that

students are aware of what they are. According to the Ministry of Education, Guyana (2017),

they have stated that routines in the classroom help to maintain order and also help the children

to stay calm. Plus, particularly if there is a set activity for part of the day, the teacher will be able

to focus more on teaching and less on giving instruction and thus helping to control the class.

Therefore, as a result when students are provided with a daily activity schedule the intention is to

keep the students on task especially if and when a teacher might be otherwise engaged in helping

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other students. The following is an example of one such schedule that children should have,

especially for those who get disorganize, for example students with autism and ADHD.

Daily Activity Schedule

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(5). helping students understand that some learners need to move around to learn, while
others do better sitting (part of your design)

Students especially in an inclusive classroom should be taught tolerance of their classmates who

may be differently able than themselves. Therefore, it is the responsibility of teachers to teach

students about these differences for example, there might be some students who need to move

around to learn, while others do better sitting. Just as students are instructed to follow a schedule

they will be also instructed and advised about the role and seating arrangement of their

classmates who may require to do similar or different form of learning activities. According to

Torreno, S. (2012) of Bright Hub Education, she has suggested some activities and strategies that

teachers can use to teach children about tolerance of students who have a disability (differently

abled) in the classroom. She has recommended that teachers can encourage children to befriend

and help students with a disability, such as asking if they can push their wheelchair or help them

gather their school supplies. However, permission should be sought from the child with the

disability before a student attempts to assist. Students can ask questions and be encouraged to

speak up to defend others who are differently abled and stop individuals who may wish to tease

these children.

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Additionally, teachers can teach students about physical disability for example reading one of the

many children’s books written about children with disabilities. After which, have a discussion

and answer questions that the children may have. Furthermore, for hands-on participation, the

teacher may play "Disability for a Day" with these activities:

 Borrow a wheelchair from the nurse’s office and allow students to sit in it and steer

themselves

 Ask children to wear mittens and try to button their shirt

 Play with clay with rubber bands on fingers

 Ask children to try to speak and be understood with something sticky in their mouths

 Put vaseline on plastic glasses

Torreno, S. (2012), acknowledged that these activities can increase understanding, acceptance

and so relationships with individuals with disabilities will happen naturally. Besides, in so doing,

it is inevitable that students will become more au fait to the needs and struggles that their

classmates encounter on a daily basis such as those who suffer from disabilities like autism,

ADHD and other disabilities.

Likewise, according to The Atlantic International University (2018), many children with

attention deficit disorder (ADHD or ADD) are in constant motion. For example, they

acknowledged that in school, hyperactive children squirm in their seats, jiggle their feet, tap their

pencils, and talk incessantly. They might even get up and roam around the classroom. One recent

study of boys with ADHD found they moved about the room eight times as often as other boys,

and made twice as many arm motions. Therefore, AIU have suggested one strategy teachers can

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use is to build in movement throughout the school day. For instance, in kindergarten and first

grade, teachers can get the whole class stretching, jogging in place, and singing songs

accompanied by hand and body motions. With older students, create opportunities for the

hyperactive students to move around. Have them hand out supplies, collect papers, and deliver

messages to the school office. They advised that responsibilities like these help kids feel special

while allowing them to blow off steam.

Hence, as students in the classroom become familiar with the special needs of their classmates,

they will understand that their differently abled classmates will sometimes require or need to

move around as part of the learning process, while others do better sitting.

3. Structured Lessons (use mini lesson plans for whole-class, small group, individualized
instruction)

Date: Monday 16th July, 2018

Subject: Language Arts

Roll: 15 Girls: 7 Boys: 8

Class: Grade 2

Composition of students: Deaf, hearing impaired and hearing. All non-verbal

Topic: Sequencing (sequence of events) using transitional words (first, next,

then, finally)

Duration: Three (3) mini lessons – 15 – 25 minutes per lesson

Objectives: Students should be able to:

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 1. Recall details from personal experience in sequence, using transition

words, first next, then and finally.

2. Read a passage to determine the sequence of events.

3. Arrange a given picture story and paragraph in sequence with 100%

ACCURACY.

4. Write their own short paragraph about an experience which include

transition/ordering words.

5. Draw pictures depicting event seen or recall in sequential order.

Previous Knowledge:

 Students know how to relate an event.

 Students know how to draw.

 Most students know how to write sentences fairly well.

 Most students know how to read and identify words in a sentence fairly

well

 Students were taught the transition words and how to sign them previously

Skills/Strategies:

Making connection, tapping prior knowledge, questioning and observing,

listening or to pay attention to captioning and sign language, Discussion,

questioning, role playing, Whole class grouping, work in pairs and work

individually.

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Summary of Content:

-The words sequence means the order.

-Sequence of events is the order in which events appear. Example of theses

transition words are: first, next, then, finally.

-All stories or events are told in an order that makes sense.

-An event is something that happens.

-Paragraph – one or more sentences in a group related to the same idea or

topic. The first sentence of the paragraph is usually indented.

Material: Worksheet, reading story from big book, sentence and word stripes, laptop,

Pictures, chalk

Introduction: A video will be viewed by the students about “sequencing” with captioning.

First before showing the video, the teacher will set the purpose for the

students to pay close attention to it, by letting them know that questions will

follow after they have finished viewing the video.

Questions:

 What is the video about? (sequencing, sequence of events or telling the

order of when something happens)

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 Teacher writes on the board what is sequencing? ‘The word sequence means

the order.’

 What are some of the words used in the video to show the sequence or

order of events? (first, next, then, end or finally)

 What are some things mentioned that are in order or in sequence? (the

days of the week, month of the year, the alphabet, the order of numbers)

 If we call out the days of the week and said Sunday Thursday, Monday,

Friday – Would this be in the correct order or sequence? (no)

 Why not? (they are not in the correct order)

Day one – 1st mini lesson/whole class activity

Development:

Step 1: Students will engage in a brief whole class discussion as they recall and share a

personal experience in chronological order of the event, using words like first,

next, then and finally, some of which will be noted/written on the board by the

teacher.

Step 2: Teacher will read to students a short story from a big book (by signing) which

includes the transition words as background information to assist and familiarize

them on how to use these words when completing the activities that will follow in

the lesson.

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Step 3: Students will work together as a whole class to execute the following

differentiated activity. Based on students’ ability, the teacher will give some

students pictures depicting the story she read to the class. Next, the teacher will

give another group of students sentence strips with sentences from the story that

includes the transition words and finally the last group of students will be required

to sign the order of the story using transition words.

Step 4: Students will be asked to work as a whole class while the first group with the

pictures (students who have difficulty in reading), will display the pictures on the

board in the order of the story. Then the next group with the sentence strips

(students who are able to read fairly well), will then place the strips to the

corresponding pictures on the board which will include the transition words in the

order of which the story was told. While the last group will sign the entire part of

the story placed on the board by using the transition words.

Closure: Students will recap what was learnt as the teacher helps them to go over what they

had done in the whole class activity to ensure that the activity was done correctly

and help them to make any necessary correction/rearrangement.

Evaluation/

Assessment: Students will be asked questions related to the story. For example, students will

be asked to indicate what event happened first, next, then, etc.

Day two – 2nd mini lesson/small group activity

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Development:

Step 1: Teacher will review the transition words by allowing students to sign and

fingerspell the words. The words will be written on the board so that students will

become more familiar with seeing the words.

Step 2: Students who are able to write the words will be instructed to do so, while others

will get a printed copy of the words to paste into their exercise notebooks.

Step 3: Students will be taken on a short walk around the school’s community where they

will look out for animals seen in the community.

Step 4: Before the students are taken on the walk they were placed in small groups of

threes based on their ability. The first group was asked to take turns to draw the

pictures of any animals seen. They are asked to colour the animals and number

them in the order in which they were seen. Plus, they were to discuss by signing

any special features of the animal that they saw.

The second group will be asked to make short notes about what animals they saw,

where they were seen and the order in which they were seen along with any other

thing in particular that they observed and wanted to take a note of. However, they

were advised to use the transition words in their notes, by indicating when, where

and at what time the animal was seen.

The third and final group were provided with pictures of animals that are

normally seen in the community for example: ant, bee, butterfly, bird, dog etc.

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 From these pictures the students were asked to paste the animals on their work

sheet where the transition words were printed. After which, the students will paste

the pictures of the animals next to the transition words in the order that the

animals were seen. For example if the animal was seen first, next etc. Plus they

were further asked to discuss by signing any special features or events noticed.

Step 5: Upon return to the classroom, the students will be given a few minutes to finalize

their activity and in their groups make short presentations of what they observed

while on the short walk around the school’s community.

The first group will share and display their drawing by signing to the class what

they observed and the order in which the animals were seen using the transition

words.

The second group will display their notes as they indicate the sequence of events.

The class will get a chance to view them and ask any questions that they may

have.

The last group will share the pictures of the animals they observed and the order

in which they were seen by signing the transition words.

Closure: Students will be asked to sign and fingerspell the transition words.

Evaluation/

Assessment: Each group will be given the transition words in random order, which they will be

asked to place in the correct order. The class teacher will check each group for

accuracy.

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 Day three – 3rd mini lesson/individual activity

Independent Working Time

Step 1: Tell the students that you have more stories that need to be put in order and

labeled. This time, show the students the Picture Sequencing worksheet. Discuss

what is occurring in each picture. Have each student determine which two events

likely occurred first. Individually, those students who are able to write fairly well

each will be asked to write at least three sentences to describe the events using

sequencing/transition words.

Step 2: Those students who are able to write fairly well will write a short paragraph about

any of the story by either giving a short summary using the transition words, or

they could create a jiggle or a poem from their understanding of any of the short

stories by also using the transition words.

Step 3: The other students who have difficulties writing will be given a Draw a Story

worksheet. These students will draw at least two more events to the story that was

read by the teacher. Some students will be able to label each picture with a

transition word while others will be able to paste the transition words that were

printed.

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Step 4: Some students would be given the choice just to sign the story using the transition

words. Students may dramatize the story if they also wished by signing the

transition words to indicate what happened first, next etc.

Assessment

 To assess student understanding over the course of the lesson, walk around the room

while students are working. Ask students to use sequence words to describe the pictures

they're drawing.

 At the end of the exercise, collect the students’ worksheets. Review them later for further

assessment.

Review and Closing

 Call students together as a group.

 Ask them to tell about the new words they used today.

 Ask them why good readers and writers need to know and use these words.

 Ask the students how they knew how to order and label the pictures.

 Remind students that sequence means the order in which things happen. Words such as

first, next, then, and last tell us about sequence.

 Encourage students to find these words in their independent reading.

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 4. Differentiated instruction plans by using flexible grouping,

a. providing activities that appeal to various learning-style preferences,

According to Guido, M (2016) he has suggested in order, to help create lessons that engage and

resonate with a diverse classroom the following are some differentiated Instruction Strategies

and examples that teachers can employ.

1. Create Learning Stations

Provide different types of content by setting up learning stations — divided sections of your

classroom through which groups of students rotate. You can facilitate this with a flexible seating

plan.

Each station should use a unique method of teaching a skill or concept related to your lesson.

For example, students can rotate between stations that involve:

 Watching a video

 Creating artwork

 Reading an article

 Completing puzzles

 Listening to you teach

To help students process the content after they’ve been through the stations, you can hold a class

discussion or assign questions to answer.

34
2. Target Different Senses Within Lessons

A lesson should resonate with more students if it targets visual, tactile, auditory and kinesthetic

senses, instead of only one.

When applicable, appeal to a range of learning styles by:

 Playing videos

 Using infographics

 Providing audiobooks

 Getting students to act out a scene

 Incorporating charts and illustrations within texts

 Giving both spoken and written directions to tasks

 Using relevant physical objects, such as money when teaching math skills

 Allotting time for students to create artistic reflections and interpretations of lessons

Not only will these tactics help more students grasp the core concepts of the lessons, but make

class more engaging.

35
3. Use the Think-Pair-Share Strategy

The think-pair-share strategy exposes students to three lesson-processing experiences within one

activity. It’s also easy to monitor and support students as they complete each step.

As the strategy’s name implies, start by asking students to individually think about a given topic

or answer a specific question.

Next, pair students together to discuss their results and findings.

Finally, have each pair share their ideas with the rest of the class, and open the floor for further

discussion.

Because the differentiated instruction strategy allows students to process your lesson content

individually, in a small group and in a large group, it caters to your classroom’s range of learning

and personality types.

b. giving students choices

Due to the diversity of students learning, teachers must create various activities to enable them to

choose based on their different learning styles or preferences. Teachers should not practice a

“one-way” approach when planning and presenting lessons. Instead, they should try to cater for

the child’s interest, learning styles and their readiness by giving them choices to express

themselves. According to Adioma.com, they emphasized the essence of what Howard Gardener

theory is really about by stating that, “Just as being a math whiz gives you the ability to

understand the world, so does being “people smart” give you the same ability, just from a

36
different perspective. Not knowing math you may not calculate the rate at which the universe is

expanding, but you are likely to have the skills to find the right person who will.”

Further according to Sharon Dotger and Julie Causton-Theoharis, they noted that Multiple

intelligence (MI) is useful because they believe that “students need several options to show

themselves, their peers, and their teachers what they know and are able to do.” They further

emphasized that “MI provides teachers a framework to broaden the learning experiences that

they provide students.”

https://blog.adioma.com/9-types-of-intelligence-infographic/

37
 Logical/Mathematical s
Construct a graph or
design a chart that explains
how a lever works. s
Describe the
relationships among lever
components using ratios and
proportion.
s What is mathematical about
levers? How do you know?
Visual/Spatial Interpersonal
s Draw a cartoon, such as a s Find a partner. Interview
comic strip, that describes
how a very large lever could
be used to help someone.
Correctly use at least four
vocabulary words to
describe levers.
s Create a flipbook that
demonstrates the action of a
lever.
Musical
s Demonstrate with sound
what happens to load and
the effort when the length of
the lever arm doubles.
Verbal/Linguisitic
s Create a bumper sticker
about levers. It should be
clever and catchy and
summarize today’s lesson.
your partner to discover
what he or she already
knows about levers.
Together, create a quiz to
test other’s knowledge of
levers. Include at least three
examples of levers in the
quiz.
Bodily/Kinesthetic
s Given a tongue depressor
and a small piece of dowel
rod, design a lever that can
lift the most weight. s
$EMONSTRATE YOUR
LEVER TO THREE other
classmates.
Bodily/Kinesthetic
s Act out each class of lever
with your bodies.
s There are at least five levers
in your body; demonstrate
them and explain why they
are levers.
Intrapersonal
s Write a journal entry
describing your favorite lever
and explaining how it works.
Brainstorm ways you might
use this lever at home. s
Read about the
historical use of levers. Are
they a new invention or have
they been used for a long
time? Add some of your new
ideas to your journal.
Naturalistic
s Create a photo essay of
levers in use in everyday
life. Label the parts of the
levers and explain why
they are levers. Describe
the patterns you see in the
different types of levers.

c. and creating alternative activities and assessments (Tomlinson, 2001).

Differentiated Strategies for Assessment

Differentiated assessment is an ongoing process of evaluation where the teacher gathers

information and data before, during, and after instruction to better facilitate the learning. This

process ensures success for all students in the differentiated class with data provided from a

38
variety of sources assisting in giving an overall view of student achievement. It is essential that

when assessing students in the differentiated class, assessment is authentic meaning it offers

students a variety of tasks demonstration real-life skills, tells the educator if the student has

acquired the skills or concepts, is based on standard criteria to achieve validity, and guides

students for roles in adult life (Chapman & King, 2012).

These are some ways that they have suggested for teachers to execute differentiated assessment

before, during and after lessons:

Formative Preassessment Tools

They have noted that in a quality class, the teacher performs assessment before the learning takes

place. This ensures the teacher plans the lessons to best meet the needs of the students. The

following are examples of formative preassessment tools (Chapman & King, 2012).

Signal and Action Response

The students perform an action which indicates their level of understanding of a concept, for

example:

 Waving hands = I know it

 Shrug of shoulders = I have a hunch

 Thumbs down = I have no idea

Take a Stand

The teacher places numbers around the room and the students move to a number based on their

understanding. With their group, the students discuss what they know about the concept or what

they want to know.

39
Brainstorming

Brainstorming can be used to give the students a voice in the upcoming unit. For example, list

the terms, facts, or concepts you know about our new topic.

Assessment During the Learning

To maintain a high quality learning environment, it is necessary the teacher performs

assessments during the learning. The ongoing assessment provides essential information which

helps to facilitate the learning. The following are differentiated strategies to help support this

type of assessment (Chapman & King, 2012).

Observation

The teacher continuously searches for evidence of learning by collecting data on the students.

This is one of the most effective formative assessment tools available to the teacher.

High Five

The students use a five point ranking to indicate their understanding

5 = I understand it and can explain it.
4= I can use it but cannot explain it.
3= I am growing but need help.
2= I am beginning to understand.
1= I am lost.

Daily Grades

The teacher selects grades from daily assignments, projects, problem-solving opportunities,

homework, quizzes, etc. Frequent grades provide a more accurate picture of the student's

performance.

Thumb It

40
The students indicate with their thumb their knowledge on the concepts.

Upside = know a lot

Onside = know some

Downside = know very little

Formative Assessment After the Learning

Of course it is essential the teacher assesses the students after the learning to ensure growth has

taken place. The following examples are intended to provide immediate feedback of progress

(Chapman & King, 2012).

Effective Questioning Techniques

 Open-Ended Questions: These questions requires the students to think and choose their

answer. Sample questions could be; explain how, describe, tell more about, what is your

opinion of, etc.

 Reflection Questions: These questions will require students to analyse and reflect on their

work. Sample questions could be; what discoveries have you made, what is the most

important thing you learned, what do you need to learn next, etc.

Teacher-Made Tests

 true-false

 multiple choice

 fill in the blank

 open-ended questions

 performance tests

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  skills tests

 problem based

Portfolios

Portfolios are a collection of student work. Often the teacher chooses some of the items for the

portfolio and the student chooses other items.

Summative Assessment

Stations, Centers, and Learning Zones

 Exploratory Stations: The students are given a variety of material to discover, create,

process, or invent in a method that is the most beneficial to them.

 Structured Stations: These stations are created with a specific goal in mind.

5. A plan to use “universal design"(see lots of example in module 8). Incorporate three
qualities of universal design:

According to Lerner, J.W. & Johns, B. H. (2015), in the book ‘Learning Disabilities and Related

Disabilities’ Universal Design for Learning (UDL) emphasizes the idea that every curriculum

should include alternatives to make learning accessible and appropriate for individuals with

different backgrounds, learning styles, abilities and disabilities in widely varied learning context.

a. Multiple means of representing content (visual and oral

strategies),

According to the National Center On Universal Design for Learning (2014), stated that Learners

differ in the ways that they perceive and comprehend information that is presented to them. For

42
example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g.,

dyslexia); language or cultural differences, and so forth may all require different ways of

approaching content. Others may simply grasp information quicker or more efficiently through

visual or auditory means rather than printed text. Also, learning, and transfer of learning, occurs

when multiple representations are used, because they allow students to make connections within,

as well as between, concepts. In short, there is not one means of representation that will be

optimal for all learners; providing options for representation is essential.

Therefore, in order to reduce barriers to learning, it is important to ensure that key information is

equally perceptible to all learners by: 1) providing the same information through different

modalities (e.g., through vision, hearing, or touch); 2) providing information in a format that will

allow for adjustability by the user (e.g., text that can be enlarged, sounds that can be amplified).

Such multiple representations not only ensure that information is accessible to learners with

particular sensory and perceptual disabilities, but also easier to access and comprehend for many

others. The following are examples of some strategies that could be used to help students with

auditory and visual disorders.

Alternatives for auditory information

Sound is a particularly effective way to convey the impact of information, which is why sound

design is so important in movies and why the human voice is particularly effective for conveying

emotion and significance. However, information conveyed solely through sound is not equally

accessible to all learners and is especially inaccessible for learners with hearing disabilities, for

learners who need more time to process information, or for learners who have memory

difficulties. In addition, listening itself is a complex strategic skill that must be learned. To

43
ensure that all learners have access to learning, options should be available for any information,

including emphasis, presented aurally.

Which includes:

 Use text equivalents in the form of captions or automated speech-to-text (voice

recognition) for spoken language
 Provide visual diagrams, charts, notations of music or sound
 Provide written transcripts for videos or auditory clips
 Provide American Sign Language (ASL) for spoken English
 Use visual analogues to represent emphasis and prosody (e.g., emoticons, symbols, or
images)
 Provide visual or tactile (e.g., vibrations) equivalents for sound effects or alerts
 Provide visual and/or emotional description for musical interpretation

Alternatives for visual information

Images, Graphics, Animations, Video, or Text (see below) are often the optimal way to present

information, especially when the information is about the relationships between objects, actions,

numbers, or events. But such visual representations are not equally accessible to all learners,

especially learners with visual disabilities or those who are not familiar with the type of graphic

being used. Visual information can be quite dense, particularly with visual art, which can have

multiple complex meanings and interpretations depending on contextual factors and the viewer’s

knowledge base. To ensure that all learners have equal access to information, it is essential to

provide non-visual alternatives.

For example:

 Provide descriptions (text or spoken) for all images, graphics, video, or animations

44
  Use touch equivalents (tactile graphics or objects of reference) for key visuals that
represent concepts
 Provide physical objects and spatial models to convey perspective or interaction
 Provide auditory cues for key concepts and transitions in visual information

b. Multiple means of students' expression of content (writing, illustrating,

speaking), and

https://ssbp.mycampus.ca/www_ains_dc/Introduction7.html

UDL Principle II: Multiple Means of Expression

Provide options for how students express what they have learned.

Source: https://assistivetechnologytidbits.wikispaces.com/About+UDL

45
According to The National Center on Universal

Design for Learning, (2012), Learners differ in

the ways that they can navigate a learning

environment and express what they know. For

example, individuals with significant movement

impairments (e.g., cerebral palsy), those who

struggle with strategic and organizational abilities (executive function disorders), those who have

language barriers, all approach learning tasks very differently. Some may be able to express

themselves well in written text but not speech.

They continue by stating that it should also be recognized that action and expression require a

great deal of strategy, practice, and organization - another area in which learners can differ. In

reality, there is not one means of action and expression that will be optimal for all learners;

providing options for action and expression can greatly improve learning in your class. To

provide multiple and flexible means of expression is to provide students alternatives for

demonstrating what they have learned.

Furthermore, they agree that allowing students to choose can be an effective method for students

to demonstrate their learning, however, there are times when the purpose of the assignment is to

challenge the student to go beyond their comfort zone and try something new in order to expand

their abilities. An option is to provide, for example, four different types of assignments in the

semester and students are required to complete three. Another example is having a test or exam

that is divided into sections where each section has different types of questions such as, multiple

choice, short answer, case study, essay or calculations. Each section is weighted the same.

46
Students must complete three of the five sections to complete the test. The following is a table

giving suggestions of how to implement multiple means of expression as per UDL.

Multiple Means of Expression

Do you create a learning environment in which students can

express their comprehension in multiple ways?

UDL Guideline Examples

You encourage students to
demonstrate knowledge and skills
in ways other than traditional tests
and exams (e.g., written essays,
projects, portfolios, journals).
You provide students with choice
in evaluation methods to
demonstrate their learning.
Use a variety of evaluation
methods to allow students to
express what they know in
multiple ways. Example:
Introductory Biology may include
quizzes, case studies, model
building, and oral presentation
rather than just traditional tests and
a final exam.
Provide students options to
demonstrate mastery of the course
learning outcomes.

Provide students the opportunity to

choose which type of assignment
they would like to complete, for
example, you may choose one of
the following evaluation
methods: a poster presentation,
research report or creating a video.
You incorporate technologies that Use of discussion boards or blogs
facilitate class communication and also allow students who need more
participation. time to reflect on a topic and have
the ability to participate.

47
 Use of virtual clickers allows all
students to participate without
feeling centred out.

They also suggested, that students should be offer choices for how they will demonstrate their

knowledge. Such as, sharing content in a variety of ways is only half the battle. Engaging

students by giving them access to audio, video, digital text, and interactive sites only to handout

a paper and pencil quiz at the end of the day isn’t ideal. They further acknowledged that it is

obvious that some of these are out of the control of teachers as standardized testing (and

practicing standardized testing) is a necessary part of education. However, when possible

teachers can do their best to give students options for sharing their knowledge. This could be a

demonstration, slideshow, speech, or video.

Clarify vocabulary and symbols: That is the semantic elements through which information is

presented – the words, symbols, numbers, and icons – are differentially accessible to learners

with varying backgrounds, languages, and lexical knowledge. To ensure accessibility for all, key

vocabulary, labels, icons, and symbols should be linked to, or associated with, alternate

representations of their meaning (e.g., an embedded glossary or definition, a graphic equivalent,

a chart or map). Idioms, archaic expressions, culturally exclusive phrases, and slang, should be

translated.

For Example:

 Pre-teach vocabulary and symbols, especially in ways that promote connection to the
learners’ experience and prior knowledge
 Provide graphic symbols with alternative text descriptions

48
  Highlight how complex terms, expressions, or equations are composed of simpler words
or symbols
 Embed support for vocabulary and symbols within the text (e.g., hyperlinks or footnotes
to definitions, explanations, illustrations, previous coverage, translations)
 Embed support for unfamiliar references within the text (e.g., domain specific notation,
lesser known properties and theorems, idioms, academic language, figurative language,
mathematical language, jargon, archaic language, colloquialism, and dialect)

c. Flexible means of engagement as students learn (videos, software, and role

playing). http://www.cast.org/udl.

According to The National Center on Universal Design for Learning, (2012), they mentioned

that in reality, there is not one means of engagement that will be optimal for all learners in all

contexts; providing multiple options for engagement increases the potential for learning. Some

learners are highly engaged by spontaneity and novelty while other are disengaged, even

frightened, by those aspects preferring strict routine. Some learners might like to work alone,

while others prefer to work with their peers

Here are some examples of how you can provide options to engage students in your
classroom:

 Provide lecture outlines online that students

can annotate during class;
 Break large assignments into components so
that students can receive formative feedback
to minimize or correct errors;
 Provide frequent opportunities for
assessment and feedback during a semester;

49
 Where it is possible, use circular seating
arrangements during discussion to allow
students to see one another's faces; and
 Offer choices of content and tools to
provide diverse learners with the
opportunity to engage in learning that is
most meaningful and motivating to them.

We each learn most effectively when the challenge is enough to stretch us beyond our current

level of functioning while still being within our capacity to learn effectively (Vygotsky, 1962).

Offer multiple resources at a variety of levels to meet the unique needs of individual learners.

For example:

 Learning software/games with multiple difficulty and content levels;

 Choices in explicit learning goals that allow learners to set realistic goals and appropriate
challenges themselves; and
 Variety of scaffolds to support learning (e.g. audio to support print text, graphics to
illustrate complex information, etc.)

Choice of Learning Context

Diverse learners have unique preferences and requirements regarding their learning context.

Address this diversity by offering a variety of options:

 Individual, small group and whole group tasks, discussions and projects;
 Choice of environments that offer a range of noise and activity levels (e.g. interactive
classroom environment, quiet study areas, etc.); and
 Multiple levels of scaffolding, instructions and/or task structure (e.g. designing a web
quest or Internet research project with several levels of structure, from independent web
searches to instructor-guided links with scripted questions and tasks).

50
 Multiple Means of Engagement
Do you create a learning environment in which learners are
challenged, excited and motivate about what they are learning?

UDL Guideline Examples

You challenge students with
meaningful assignments.
You create a class climate in which
student diversity is respected.
Create evaluations that are
performance based and allow
students to demonstrate the
learning outcomes.
At the beginning of the
semester, have students generate
a list of "ground rules" for
classroom conduct.

You give prompt and instructive Post grades as soon as possible.

feedback on assignments.
Allow students to hand in a
"rough draft" of a paper or
assignment. Have peers assess
them based on a rubric.
Do you supplement lecture and Use advance organizers to help
reading assignments with visual aids students read with intent and
(e.g., photographs, videos, diagrams, purpose.
interactive simulations)?

Provide students with a list of

questions to answer when
reading.

Have students watch a video on

the topic as well as reading the
chapter.
Do you make yourself available to Post your office hours.
students during office hours in
flexible formats (e.g., face-to-face,
email, online chat, telephone)?

51
 Do you provide tasks that allow for Use a variety of active learning
active participation, exploration and strategies to engage a variety of
experimentation? learners in your classroom.

Do you invite personal response, Use course evaluation surveys

evaluation and self-reflection to to help you determine aspects of
content and activities? your teaching that are working
and which need to be changed

Below is an example of an UDL Lesson Plan of the Water Cycle

https://okaneedu6500.weebly.com/udl-lesson-plan.html

Theme: Weather Changes Throughout the Year

Lesson Topic: Water Cycle

Key Concept (Standards):

WIDA English Proficiency Standard 4 Listening: English language learners communicate

52
information, ideas and concepts necessary for academic success in the content area of science.

Common Core Standard RI.2.3: Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.

Common Core Standard RI.2.4: Determine the meaning of words and phrases in a text relevant
to a grade 2 topic or subject area.

Common Core Standard RI.2.7: Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.

Common Core Standard W.2.8 Recall information from experiences or gather information from
provided sources to answer a question.

Theme: Weather Changes throughout the Year

Lesson Topic: Water Cycle

All Students Will:

Language Objectives:

*Students will be able to define the terms, condensation, evaporation and precipitation.
*Students will be able to retell the steps of the water cycle to their classmates through singing.

Content Objectives:

*Students will recognize and identify the patterns in the water cycle.

Learning Strategies:
Kinesthetic:

53
*Students will use visual cut outs to demonstrate the water cycle in their group.
*Students will create motions to depict the water cycle.
*Students will cut and paste the sequence of the water cycle.

Audio:

*Students will learn and memorize the water cycle song.

Visual:

*Students will use the water cycle poster and song hand out to determine the patterns.

Key Vocabulary:
1. evaporation
2. condensation
3. precipitation
4. cycle

Materials:
1. copy of the water cycle song
2. 4 corner chart
3. glue sticks
4. kid scissors
5. water cycle cut-outs
6. cut and paste water cycle activity
7. water cycle poster

Hook (for all students):

1. Build background knowledge and the words “water” and “cycle.”
2. Students will do a think-pair-share activity with individual questions.

54
3. Questions will be displayed one-by-one on the board.
*What do you use water for?
*Where can water be found?
*Where have you seen the word cycle before?
*What does cycle mean?

4. Multiple Means of Representation:

* Show the Drippy the Raindrop video using the Aver Key to get students interested in the water
cycle.
* Video is located at: http://www.youtube.com/watch?v=tugi8P-QWkc
*This will help hook students because the story is about a little raindrop's travels and is narrated
by kids their age. It will give an introduction into what the water cycle process looks like through
the narration and supporting illustrations.

Instructional Delivery:

Multiple Means of Expression:

1. Pass out song handout to students and teacher performs song.
2. Go through each line of the song having students repeat after the teacher. (Scaffold)
3. Sing song whole class.
4. Point to key vocabulary terms on the board.
5. Give each group a word to become an expert on. Use vocabulary chart (4 corners) to present
their work.
6. Each group will share their vocabulary chart.

Guided Practice/ Application:

1. Pass out the cut and paste activity.

2. Students will cut and paste the correct words to match the pictures in the water cycle.
3. Students will perform the water cycle song with their group using the cutout. This will be
the informal assessment.

55
Review/Assessment Activity:

Multiple Means of Engagement:

1. Students will perform the water cycle song with their group using the cutout. This will be our
informal assessment.

2. Teacher will collect the cut and paste activity to assess student knowledge of the water
cycle. This will be our formal assessment.
*This assessment will allow students to work with each other in small groups to show their
knowledge of the water cycle.
*It will also motivate them to stay focused because they will be performing in front of each
other.

3. Teacher will pass out Water Cycle Diorama guidelines and requirements.
*This project is due at the end of the unit.
*It is an individual project that will be formally assessed by the teacher and informally
assessed by their peers.

Extension:

After it rains they can record where they find puddles and how long it takes for them to
evaporate.

6. Opportunities for students to work in small groups and in pairs.

Pertaining to small groupings and pairs, according to Dr. Bilash (2009), she agreed that Pair

work, group work and individual work can all be effective, if used at the right times and if

structured in an appropriate way. Particularly, pair work and group work can be excellent tools to

56
promote student interaction. Likewise, she stated that it is important for teachers to vary

groupings depending on the goals and context of the activity and it is important to know what

supports to offer students for each situation.

Dr. Bilash shared the following as some of the benefits of grouping and pairing students in the

classroom. Students have the chance to work with and learn from their peers; struggling students

can learn from more capable peers; it is especially useful for students who prefer interpersonal

learning settings. Group work provides more opportunity for practice, an increased variety of

activities is possible, increased student creativity, the Zone of Proximal Development increases

Why make use of these different ways of working? Each type of work-individual, pair and

group- has its place in the language classroom. As the above table shows, there are certain pros

and cons of each approach, but all can be connected to theory dealing with effective language

learning. Some activities and topics may be best suited to one particular style of work, but the

key is to use variety and give students a sufficient number of opportunities to work and learn

from one another. A benefit of students working together is that, by explaining a concept or idea

to peers, that idea or concept becomes clearer to the student doing the explaining.

Why is it important to share ideas with others in a group work setting?

 learning to be conscious of how you learn will help you to better understand how

someone else learns

 becoming conscious of how you AND OTHERS learn will help you to understand better

how your students learn

 becoming conscious also requires FOLLOW-UP action which is not always easy or quick

57
How should pair work be structured?

In order for it to be successful and a valuable use of class time, students need to be able to

practice taking on each role to get maximum exposure with the material. For example, if students

are practicing a two-person dialogue, each student should have a turn with each role. To take pair

work one step further, the teacher should have students work on the same activity in different

pairs; by working with several other students in the class, each student gets ample practice, they

could make use of Vygotsky’s Zone of Proximal Development, and has the opportunity to hear

and help other students with pronunciation.

According to Dr. Swan, K. (2008), she shared many ways of how cooperative learning can be

structured and be utilized in the classroom. Cooperative learning is described as a successful

teaching strategy in which small teams, each with students of different levels of ability, use a

variety of learning activities to improve their understanding of a subject. Each member of a team

is responsible not only for learning what is taught but also for helping teammates learn, thus

creating an atmosphere of achievement.

Furthermore the above site also provides information on other useful cooperative learning

strategies such as:

 Think-Pair-Share

 Three Step Interview

 Round Robin Brainstorming

 Three Minute Interview

 Numbered Heads

58
  Team Pair Solo

 Circle the Sage

 Partners

The following sites offer a number of cooperative learning activities and games that teachers can

use in the classroom.

https://www.whatihavelearnedteaching.com/five-cooperative-learning-activities-to-do-on-the-

first-day-of-school/

http://www.teachhub.com/6-awesome-cooperative-classroom-games

https://study.com/academy/lesson/cooperative-learning-activities-for-elementary-school.html

7. Use the instructional sequence of "I do" (teacher model), "We do" (group
practice), and "You do" (individual practice). Provide supports or scaffolds to students as
they are learning new material and withdraw them when they are able to perform the task
on their own (Bender, 2002). (your lesson plans will show that or your class picture/video
with routine.

Definitions: Scaffolding and gradual release - which are two crucial components when using the

instructional sequence teaching strategy of "I do" (teacher model), "We do" (group practice), and

"You do" (individual practice)

The gradual release of responsibility (also known as I do, we do, you do) is a teaching strategy

that includes demonstration, prompt, and practice. At the beginning of a lesson or when new

material is being introduced, the teacher has a prominent role in the delivery of the content. This

is the “I do” phase. But as the student acquires the new information and skills, the responsibility

of learning shifts from teacher-directed instruction to student processing activities. In the “We

do” phase of learning, the teacher continues to model, question, prompt and cue students; but as

59
student move into the “You do” phases, they rely more on themselves and less on the teacher to

complete the learning task (Levy, 2007).

Dr. Bilash, O. (2009), provides the following definition for scaffolding: Scaffolding she advised

is the teaching technique that involves providing students with supports needed to complete a

task or facilitate learning of new concepts. As the students develop and their abilities in a

particular area increase, the supports related to that area can be gradually removed. Tasks and

activities can be broken down into achievable chunks for the students and they are able to gain

confidence in their abilities without putting too much stress or anxiety.

https://www.tes.com/lessons/IaOTyGQN9RNN-Q/gradual-release-model

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The Gradual Release of Responsibility is a research-based instructional model developed by

Pearson and Gallagher (1993). You will notice that there is reference made to Vygotsky's "Zone

of Proximal Development" eluding to the idea that the learner must be "ready" to learn from the

scaffolding that is taking place. In this optimal learning model, the responsibility for task

completion shifts gradually over time from the teacher to the student.

http://iqlearning.wikispaces.com/InquiryLearningTeaching

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Making the Greatest Impact on Literacy Instructon"Do it yourself" RTI strategies for your daily

instruction!https://diywithrti.wordpress.com/2013/04/22/makethe-greatest-impact-on-literacy-

instruction/

According to the site DIY with RTI (2013), it stated that classrooms today are full of students of

the same age, in the same grade, but miles apart in their ability levels. How do you reach them

all? RTI they emphasized is the answer to move from teaching ALL of them to teaching EACH

of them. Your next question, so how am I supposed to do that?

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Let’s examine one way to meet the needs of each student …through the gradual release of

responsibility.

As you can see, there are 4 stages in this process…

1. Teacher models a skill/strategy…students listen only “I do”

2. Teacher modeling WITH students assisting “We do”

3. Students practice the skill/strategy with partners or groups “You do together”

4. Students practice during independent application “You do alone”

This scaffolded transfer of responsibility allows us to…

give students supports that they can hold on to as they take the lead – not just push them into

the path and hope they find their way.

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 The following is an example of an "I do" (teacher model), "We do" (group practice), and "You

do" (individual practice) lesson:

I Do

In a nutshell, the I Do phase of a lesson involves you telling students what they need to know and

showing them how to do the things that they need to be able to do. Research confirms that this is

a powerful part of an effective and efficient learning process.

In more specific terms, it involves teaching strategies such as informing, explaining, modelling

and providing examples.

We Do

WE Do is the second phase of the I Do WE Do YOU Do model. It involves doing tasks together.

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By working together, you can help students use the steps they need to follow to complete

particular tasks such as adding common fractions, writing the letter m, or simplifying an

equation.

You can also help students to remember facts and understand broader concepts. For example,

you can collectively create some class notes or fill in a graphic organiser as a class.

You Do

The You Do phase of a lesson involves students practicing what you have already taught them by

themselves.

Such practice helps students to retain what they have learnt and to become fluent with what they

must be able to do. It also helps you to check their level of understanding and mastery.

While students do the work themselves, it is important that you monitor their efforts and offer

feedback along the way.

Below is a lesson plan demonstrating the steps/procedure of using the strategy "I do" (teacher
model), "We do" (group practice), and "You do" (individual practice) by White, D, (2015).

Lesson Plan:

Simple Addition

Learning Objectives

Students will be able to add two single-digit numbers together.

Introduction
(10 minutes)

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  Call the students together as a group.
 Ask them if they know how to add.
 Take responses by raised hands.
 Show the students two manipulatives.
 Ask a student to add the two manipulatives.
 Take responses by raised hands.
 Reiterate to the students one plus one equals two.
 Write the equation 1 + 1 = 2 on the whiteboard.
 Inform students that today they will learn to add.

Explicit Instruction/Teacher Modeling

(10 minutes)

 Write the following vertical equations on the whiteboard 1+3= ___, 3+2= ___, and 4+2=
___.
 Explain to students that addition can be done using manipulatives.
 Complete the first addition problem with one manipulative in each hand.
 Inform students that in order to complete the addition equation the items must be added
altogether.
 Ask the students to count the manipulatives repeating after you.
 While holding up the manipulatives one at a time, count to four.
 Inform the students that one plus three equals four.
 Complete the addition problems 3+2 and 4+2 in the same way.

Guided Practice/Interactive Modeling

(10 minutes)

 Give each student a pencil and a blank piece of paper.

 Give each student two sets of manipulatives to add together. Don't give anymore than 5
in each set.
 Ask students to count the number of manipulatives in each set, and record the amounts on
a piece of paper.

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  Ask students to add the two numbers together.
 Walk around the room and check the students' addition problems.
 Give the students assistance when needed.

Independent Working Time

(10 minutes)

 Give each student a Simple Addition #4 worksheet and a pencil.

 Read the instructions to the students.
 Allow them to complete the worksheet.

Differentiation

 Enrichment: Give the students a worksheet without manipulatives. Evaluate if they can
add doing mental math. Allow students to add numbers higher than 5.
 Support: Give the students a worksheet to count items and write the number to represent
the amount of items.

Assessment
(10 minutes)

 Grade the worksheet completed during independent working time.

 Give feedback and allow for reinforcement if the student did not master the concept of
addition.

Review and Closing

(10 minutes)

 Call the students together as a group.

 Have them use their fingers to add numbers together.

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 8. Opportunities for learning strategies along with content material.
Strategy instruction for reading e.g. skills-focused instruction and guided reading.
"Learning strategies help students
learn and perform by providing them with a specific set of steps for:
(a) approaching new and difficult tasks,
(b) guiding thoughts and actions,
(c) completing tasks in a timely and successful
manner, and
(d) think

https://teamtomeducation.com/guided-reading-strategies/

Firstly, the above site offers a myriad amount of learning strategies that a teacher can use to help

their young readers develop effective reading skills. The central strategy is how guided reading

could be used in teaching students effective ways to read better. The following reasons were

emphasized as to why guided reading may work.

Guided reading works because…

 It puts the reading process into the hands of the students.

 Guided reading puts the learners near the teacher.

 The readers receive feedback on their learning immediately.

 They try out the teacher’s feedback.

The following are recommendations for teachers of struggling readers:

Here are four ways to transform stagnant guided reading lessons into next generation guided

reading.

1. Skip Whole Class Lessons

Just be done with the whole class lesson…at least for many of your lessons. Why?

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Struggling students don’t get much from whole class lessons. The pacing doesn’t meet their

unique needs. One student didn’t get a confusion clarified. Another student wasn’t affirmed

during the practice. Whole class lessons suffer for many reasons.

Accelerated students don’t need whole class lessons at length and in detail. For them, just

explain, model in read alouds, model in shared reading.

Move the direct instruction into your guided reading. Extend the guided reading time from 10-15

minutes to 20 minutes. Follow this simple template:

 Spend the first 5 minutes using a task card that allows you to explicitly teach a skill or

strategy.

 Use a second task card to let students apply what you just taught.

 Then move into a text for the remaining 15 minutes.

 Scaffold students with questions to assess the skill while they read.

That will give you way more impact for your time!

2. Stop Talking & Telling

It’s guided reading, not show and tell. That means stop telling them what to do. Telling creates

dependence.

The purpose of guided reading is to create independent readers. We want readers who can

fluently apply the reading process – on their own.

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Guided reading is their chance to apply the reading process with your support nearby. It is also a

time for students to receive scaffolding on a text that is at their instructional reading level.

Follow these steps to empower your readers to use their strategies:

 Give them the text. Tell them to use what they know – use what you’ve taught them.

 Don’t give them a full overview of the text. Good readers, adult readers, don’t pick up

books and get a full overview. They use strategies.

 If they don’t know what to do with the text, great! Now you know what to teach them

tomorrow…reading strategies.

 Then listen to them work through the text. Listen to their connections, questions, and

predictions.

 During the reading, your role is to guide not read for them.

 Help them become independent readers. Help them use what you’ve taught.

You can’t do these things by constantly telling young readers what to do. Guided them. That’s

why it’s guided reading.

3. Embed Reciprocal Teaching Strategies

The research is clear – reciprocal teaching is one of the strongest strategies to produce student

learning. It makes sense to guide students through the reciprocal process.

With your guidance, students will internalize four strategies that all good readers use:

1. Predict – what do you think will happen next?

2. Clarify – what part gave you a hard time?

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 3. Question – what questions do you have before and after reading this?

4. Summarize – can you tell what that was mostly about?

4. Focus on Inferential Thinking

Yes, it is difficult. Most students can tell you the literal meaning of what they read. They can

literally retell the details. But inferential thinking is more challenging.

Read about this awesome making inferences test prep strategy!

Predicting, inferring, and drawing conclusions require students to think beyond the text. What

better time is there for students to be asked tough inferential questions than right there in your

guided reading group?

Too many questions are focused on word meaning and literal recall. This is the time to let

students practice the tough comprehension skills. You are there to support. With your help, they

will build these skills!

https://www.literacyta.com/skill-based-instruction

The above site shares many examples of how struggling readers can be helped through skill-

based-instruction. They assert that, explicitly teaching reading, speaking, and writing skills is the

best way to prepare students for state and local exams, college, and careers. Skill-based

instruction ensures that a good amount of instructional time is dedicated to teaching students how

to read, think, write, and speak in all subject areas. Furthermore, they point out that if teachers

teach literacy skills and truly focus efforts on helping students read, write, and think in all subject

areas, then students will learn the content and be able to make new meaning through original

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analysis, evaluation, synthesis, and application. Plus, strong skill-based instruction relies on the

following four main elements.

1. explicit teaching

2. high expectations

3. strategic scaffolds for learning

4. skill practice, practice, practice

They have given a contrasting view of the differences between Content-Based Instruction and

Skill-based Instruction – see below.

Content-Based Instruction Skill-Based Instruction

The central focus is on acquiring content
knowledge through gathering and
organizing facts, dates, and names.
Students are engaged in classroom
activities that help them study and
memorize information. Learning is
dependent on the teacher.
Assessments are used to measure what
students have memorized. Little to no
reteaching occurs.
Reading, writing, and speaking tasks are
assigned for points and may not teach
students what it means to read and write
in a particular discipline.
Information is given to students through
worksheets or PowerPoint. Ideas are
copied from a screen and onto notepaper.
The classroom teacher does most of the Students are taught how to think critically and are
thinking and presents solutions.
Students are asked to take notes on what
they read and answer comprehension
questions as a way to assess
understanding of the reading.
The central focus is on learning transferable literacy
skills that help students independently make meaning
from new information.
Students reach mastery of literacy skills and critical
content knowledge through a process of rehearsal and
relearning of ideas (Walqui). Responsibility for
learning transfers to the student over time.
Assessments are used to measure growth and to
identify supports to help students meet standard.
Reading, writing, and speaking in the content area is
explicitly taught and practiced every day.
Information is learned through a process of analysis,
evaluation, application, and synthesis. Higher level
thinking as defined by Bloom, Costa, and Webb is the
focus of daily academic work.
expected to solve problems on their own.
Students engage in authentic reading experiences.
They practice various reading skills and explore
written and spoken texts as readers and writers.
Students seek to understand how meaning is
constructed in texts.

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http://rpdp.net/admin/images/uploads/resource_8252.pdf

Furthermore, the above link provides an example of a Skill-Based Differentiated Instruction

lesson plan that teachers can use when planning a Skill-Based Lesson. Task analysis is a strategy

that can also be used to help instruct struggling reading by providing and guiding them through

specific set of steps. Task analysis can also help students navigate reading tasks and challenging

combined reading–writing tasks. This teaching tip explains a process for critically reading and

analyzing writing tasks, as well as combined reading–writing tasks, that can be immediately

applied in teachers' classrooms.

According to Philippakos, Z. A. (2018), proficient writers spend substantial time planning for

writing, and that planning begins with analyzing the writing task. They spend time considering

the topic, the audience and its needs, and the genre and form of the writing. This rhetorical

analysis helps them set goals, orient their attention, and get organized. Task analysis can also

help students navigate reading tasks and challenging combined reading–writing tasks. This

teaching tip explains a process for critically reading and analyzing writing tasks, as well as

combined reading–writing tasks, that can be immediately applied in teachers’ classrooms.

The following is a table which shows an example of how a teacher may utilize the Task Analysis

strategy for reading literature.

Elementary Story-based Lesson Task Analysis

Book or piece of literature to be used: _____________________________

What the teacher will Materials to Present What the student will Examples student
do do responses
1.Get students attention Show anticipatory set and allow Interact with materials Eye gaze, touch, label
student to interact with materials

73
2. Review vocabulary Flashcards with words/
and new symbols picture symbol/ and or object
of key vocabulary word(s)
(how many words)
3. Ask for prediction Picture walk through the book.
Provide prediction options with
words/pictures/ objects. Present
plausible, semi plausible, and
not plausible
4. Read the title Text point to title of book while
labeling it as “title”
Say/repeat/point to word Touch, say, VOCA
or symbol
Indicates response to Verbally answer questions
prediction or Look at, touch, reach
toward response board with
options.
Point to title Eye gaze word for word,
point

5. Read the author Text point to title of book while Point to author Eye gaze word for word,
labeling it as “author” point

6. Ask, “how do we get Present the book upside down
started?” and backwards
7. Reads text Text point along with reading
and pauses at end of page
8. Pauses for repeated Reads up to repeated story line or
story line half of repeated story line
9. Pauses for finding the “Can you find the one of our
word/picture on page vocabulary words on the page?”
Opens book to first page Reorients book and opens,
of the book activates VOCA to request
open
Turns pages when Turns page, looks at pic
appropriate symbol, or activates VOCA
Anticipates repeated Says story line or activates
story line or finishes switch
repeated story line
Points to picture/ word/ Look at, touch, says word
object that teacher says

10. Give student an Wait for student to respond Text point to chosen line Point, eye gaze
opportunity to point to in book
chosen line

11. Asks comprehension Provide comprehension options Answers question Eye gaze, touch, speak,
question/ review with words/pictures/ objects. reach toward, VOCA, AAC
prediction Present plausible, semi plausible,
and not plausible (can be same
as prediction question)
https://nceo.umn.edu/docs/Teleconferences/tele17/Elementary%20ELA%20story-
based%20Lesson.pdf

According to Dr. Bobula, K. A. (2016), an ideal strategy teacher may use to help students

complete tasks successfully is to teach them self regulatory skills. The following are some of

those skills students can be taught particular those with a special need:

1. Move or act in a deliberate or purposeful fashion

- Examples: finger plays and action songs(Where is Thumbkin? and Head,

74
 Shoulders, Knees, and Toes); move to a drum beat (do what the drum tells you to

do); use sign language and teach the children to use sign language.

2. Focus and maintain attention on something

- Examples: story time; sing songs and do finger plays; clay and play dough; easel

paint; water table; and, other highly engaging activities.

3. Ignore distractions

- Examples: snack time (and other meals) where there is often a lot of movement and

talking as the children eat their food; semi-enclosed area for books where children

will look at books or have them read as children play in other learning centers in the

room; room is set up in interest centers with different activities going on at the same

time.

4. Follow requests or instructions

- Examples: transitions between activities where children follow the requests of the

teacher to finish playing, clean up, and come to the next activity; use of re-direction

as a guidance technique ("please use indoor voices," "you can build blocks as high as

your nose"); age-appropriate board games etc.

According to Lerner, J.W. & Johns, B, H. (2012), reading comprehension is a thinking process.

They continue that the relationship between reading and thinking has been noted for a long time.

In 1917, Thorndike likened the thinking process used in mathematics to that of reading can be

viewed as thinking or as something akin to problem solving. The key to teaching from this

75
perspective is to guide students to set up their own questions and purposes for reading. Students

then read to solve problems that they have devised for themselves. Students they advised can be

encouraged first to guess what will happen next in a story, for example, and then to read to

determine the accuracy of those predictions (Stauffer, 1975). This approach is called a directed

reading-thinking activity (DRTA). DRTA is described as a comprehension strategy that guides

students in asking questions about a text, making predictions, and then reading to confirm or

refute their predictions. The DRTA process encourages students to be active and thoughtful

readers, enhancing their comprehension. According to Reading Rockets.org the following

steps/procedures are outlined as recommendation for how teachers can use the direct reading

thinking activities to help students.

How to use directed reading thinking activity

Teachers should follow the steps below when creating a DRTA.

1. Determine the text to be used and pre-select points for students to pause during the

reading process.

2. Introduce the text, the purpose of the DRTA, and provide examples of how to make

predictions.

Note: Be aware of the reading levels of each student, and be prepared to provide

appropriate questions, prompts, and support as needed.

3. Use the following outline to guide the procedure:

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 D = DIRECT. Teachers direct and activate students' thinking prior to reading a passage

by scanning the title, chapter headings, illustrations, and other materials. Teachers should

use open-ended questions to direct students as they make predictions about the content or

perspective of the text (e.g., "Given this title, what do you think the passage will be

about?").

R = READING. Students read up to the first pre-selected stopping point. The teacher

then prompts the students with questions about specific information and asks them to

evaluate their predictions and refine them if necessary. This process should be continued

until students have read each section of the passage.

T = THINKING. At the end of each section, students go back through the text and think

about their predictions. Students should verify or modify their predictions by finding

supporting statements in the text. The teacher asks questions such as:

o What do you think about your predictions now?

o What did you find in the text to prove your predictions?

o What did you we read in the text that made you change your predictions?

The link below shares a video, which explains and gives ideas of how teachers can implement

the DRTA in the classroom.

https://youtu.be/H0x2fhPydzU

Another strategy that educators can use to help student’s thinking skill is through the use of

graphic organizers. According to Lerner, J.W. & Johns, B, H. (2012), graphic organizers are

visual representation of concepts, knowledge, or information that incorporate both text and

77
pictures. They make it easier for a person to understand the information by allowing the mind to

see complex relationships. They also reported that research have shown that graphic organizers

have proven to be very useful for students with learning disabilities (Baxendell, 2003;Sabbatino,

2004). Some graphic organizers commonly used include: Venn diagrams, word webs, concept

maps and mind mapping. For instance, mind mapping is a technique that employs a pictorial

method to transfer ideas from a student or from a group of students onto a large piece of paper, a

transparency, or a large class chart. They further stated that it is much easier to mind map than to

create an outline.

Below is a diagram of a Mind Map.

78
According to Gonzalez, J. (2016), in the article “A Few Strategies to Help Slow-Working

Students” she has recommended some strategies that teachers may utilize to help students

complete difficult tasks in a timely and successful manner, these include: “modelling to students

your own strategies”, that is, the teacher models to students the strategy they use. Gonzalez,

suggested that many students sometimes take a long time to complete a task because they try to

get it perfect at the first attempt. However, she contended that students may be taught how to

first brainstorm for ideas to create a draft. After which, the teacher can show them how they may

cross some things out, then draft some more, then skip over something if they get stuck and

move on to something else, then come back around until they reach a point where it’s good

enough. In addition to modelling to students a particular strategy, the teacher should also talk to

students through the strategy by sharing with them the steps or process. Furthermore, the use of a

timer can be helpful whereby students can work in 25-minute increments at a time with breaks in

between. Likewise, providing students with an estimated time for completing each activity. In

addition, the class teacher can break large tasks into small ones in order to help students to stay

on task and complete work in a timely manner.

Moreover, according to Lenz et al. (2004), when helping students to approach new and difficult

tasks, which is expected to be completed in a timely and successful manner, it is important for

educators to ensure that the learning strategies used, include ways for the students to organize

materials and memorize information in an effective way. Finally, according to Land, S. M. Ed.

(2004), in the same article, she has agreed that to ensure success for students with disabilities in

general education classrooms, teachers must plan collaboratively, create structured classrooms

with clear rules and expectations, and teach content in meaningful and memorable ways. These

were the essential components highlighted and outlined in this e-portfolio.

79
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