Adapting lessons ppt
- 1. EngageNY.org Adapting Module Tasks at the Lesson Level
- 2. EngageNY.org 2 Learning Targets • I can adapt module lessons to meet students’ specific needs. • Adapting lessons is important – it enables teachers to meet their students’ needs and also to bring their personal artistry to the work. • It’s critical, however, that adaptations maintain alignment to the Common Core and the shifts. • In this session we are going to collaboratively build a shared understanding of methods that support quality module adaptation.
- 3. Accommodations and Modifications Accommodations • Focus on the HOW • Provide multiple means and opportunities for students to demonstrate mastery • Provide equal access to instruction or assessment • Reduce or eliminate the impact of the student’s disability • Maintain the rigor of the content being taught • Maintain achievement expectations Modifications • Focus on the WHAT • Change the core content standard or the performance expectation • Are not designed to move students to independent mastery of the standards EngageNY.org 3
- 4. Chalk Talk (15 mins) When directions are complete: •You are going to form a group of no more than 4-5 people. •You are going to take a marker and stand in front of one of the posters. •You are going to brainstorm and write on the poster some ideas for meeting the need at the top of the poster. •After 2 minutes, you will go to another poster, read what has written before you, and add additional ideas…again, taking up only a small portion total paper. •You will visit at least 5 different posters. •The task will get harder, but richer, each time. EngageNY.org 4
- 5. Table Discussion • Review grade 3 Module 1, Unit 3, Lesson 3. • Discuss adaptations you would make to this lesson to meet the needs of a third grade class in your building. EngageNY.org 5
- 6. Student Work • Examine the student work. (5 minutes) • Discuss each question (3 minutes each): How is the work students completed similar and different? Did the adapted work meet the same learning targets? If so, how? If not, why not? Were these students successful? What might you have done differently? EngageNY.org 6
- 8. Guidelines for Adapting the 3-8 modules Simple for Teachers/Helpful for a Few Students Complex for Teachers/Helpful for a Few Students Simple for Teachers/Helpful for Many Students Complex for Teachers/Helpful for Many Students EngageNY.org 8
- 9. Discuss (5 mins) • Which adaptations are the simplest yet the most helpful? Are they using or helping others use those adaptations? • Which adaptations are more complex yet helpful to many students? What support to teachers need to use those adaptations? EngageNY.org 9
- 10. Thinking it Through • A reflective tool for teachers who are adapting lessons. • Use as part of a conversation about the changes teachers are typically making to help them stay aligned with the standards and the shifts. EngageNY.org 10
- 11. Samples of Adapted Lessons • There are two adapted lessons 8th grade and 3rd grade • Work in read-discuss cycles. • Choose which lesson you’d like to start with. • Read (5 minutes), thinking about whether the teacher’s choices maintain alignment. • Discuss (2 minutes each question): What needs is this teacher trying to meet? Do the proposed changes maintain the lesson’s learning targets? Do the proposed changes allow for maximum rigor for as many students as possible? If not, what could be done to still adapt the lesson and maintain that rigor? Will the teacher still be able to assess students’ progress toward the learning targets? If not, what could be done to adapt the lesson or assessment to meet students’ needs? • Repeat process with second lesson. EngageNY.org 11
- 12. EngageNY.org 12