Adaptive Dimension

1
Adaptive Dimension
2
Diversity has become the norm among the students
in the classrooms of today (Johnson,
1990)

• Languages
• Families
• Cultural backgrounds
• Economics
• Experiential background

3
Student Diversity

• Aptitude
• Achievement
• Interest
• Motivation
• Needs
• Ability

4
Paradigm Shift in EducationCurriculum

• Traditional
• Major focus on content
• Content acquisition
• Lock step progress

• Evolving
• Content process balance
• Learning to learn
• Continuous progress

5
Instruction

• Traditional
• Teacher-centred
• Single textbook
• Single instructional approach
• Passive learning

• Evolving
• Child-centred
• Resource-based learning
• Multiple approaches to instruction
• Active learning

6
Environment

• Traditional
• Competitive
• System level management
• Supervision of learners
• Hierarchical structures

• Evolving
• Cooperative
• School-site management
• Empowerment of learners
• Professional/collegial structures

7
Students need to become

• Independent
• Active
• Self-organizing
• Responsible
• Empowered

8
Adaptive Dimension

• The concept of making adjustments
• in approved educational programs
• to accommodate diversity in
• student learning

9
Key Points

• Point of reference is always the approved
  curriculum
• Foundational objectives are NOT modified
• Adaptations are made so that the objectives can
  be achieved
• Enrich, Extend, Reinforce

10
Principles of the Adaptive Dimension

• Designed for all students
• Student diversity a key consideration
  in planning
• Assess, plan, and facilitate appropriate learning
  experiences for all students
• Recognizes that students approach learning in
  multiple ways

11
Variables to be adapted

• Curriculum- as a guide, resource based learning,
  theming
• Instruction-variety of instructional approaches
• Learning environment-small groups, individual,
  space, time

12
Adaptations in

• Content
• Process
• Product

13
Content

• Multiple texts
• Varied time
• Contracts
• Compacting
• Group investigation

14
Differentiated Classroom What is it?

• It is a classroom that provides different
  avenues to acquiring content, to processing or
  making sense of ideas, and to developing products
  so that each student can learn effectively.
• Carol Ann Tomlinson

15
Process

• Tiered
• Learning centers
• Multiple intelligences
• Graphic organizers
• Simulations
• Learning logs

16

• Differentiated instruction means shaking up
  what goes on in the classroom so that students
  have multiple options for taking in information,
  making sense of ideas, and expressing what they
  learn.
• Carol Ann Tomlinson

17
Product

• Tiered product
• Independent study
• Communitybased projects
• Multiple intelligence-based orientations
• Presentations
• Arts
• Multimedia

18

• Differentiated instruction is not a strategy to
  be used from time to time, not a bag of tricks
  approach.
• Its a way of thinking about teaching and
  learning.
• Carol Ann Tomlinson

19
Routes to a Differentiated Classroom

• Readiness varied texts, tiered tasks, flexible
  time, small group, compacting
• Interest student choice, interest groups,
  independent study
• Learning Profile organizers, multiple
  intelligences

20
Select a few low-prep strategies

• Group work
• Flexible groups
• Varied materials
• Open-ended activities
• Jigsaw
• Interest explorations
• Questioning techniques

21
Add one high-prep per term

• Learning contracts
• Varying organizers
• Tiered activities
• Literature circles
• Learning stations
• Choice boards
• Problem-based learning

22
Robert Marzano

• Nine instructional strategies
• Based on research to increase student achievement
• Help students of all ages and learning levels to
• achieve more in a wide variety of subjects
•  

23
Marzanos Strategies
24
Similarities Differences

• Comparing
• Classifying
• Metaphors
• Analogies

25
Note-taking

• Strategies
• Student outlines
• Webbing
• Combination notes

26
Non-linguistic Representations

• Graphic organizers
• Physical models
• Manipulatives
• Drawing

27
A New Direction

• Teachers guide students down many paths to a
  common destination
• Mary Anne Hess

28
If children cant learn the way we teach, we
should teach them the way they learn.