Introduction to differentiation and adaptation of the classroom curriculum and school environment

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Collaboration for Success

• Introduction to differentiation and adaptation of
  the classroom curriculum and school environment
• November 2013

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Tena koutou/welcome
Karapotia te tamaiti i nga ringaringa atawhai
maha, kia taea te ki atu, ko tau rourou, ko taku
rourou ka pupu ake he oranga pai
Surround the child with caring support, so that
our collaborative interactions will produce
positive outcomes
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Introduction

• Objective of the workshop
• To begin the knowledge building and inquiry
  learning to embed differentiation and adaptation
  of the classroom curriculum and school
  environment into practice

• Getting to know you..

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Universal Design for Learning

• Universal Design for Leaning
• Go to youtube to watch the video Clip

• To understand and gain an overview of the concept
  of Universal Design for Learning

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Universal Design for Learning
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Universal Design for Learning

• New Zealand Curriculum Online
• Universal Design for Learning
• Go to NZ Curriculum Online to watch the Video
  clip

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Differentiation adaptation

• To have a clear understanding of the definitions
  of differentiation and adaptation to the
  classroom curriculum and school environment

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Differentiations adaptations

• (Collaboration for Success IEPs 2011, p12)

Differentiations are changes to the content of
the school and classroom curriculum and expected
responses to it. These changes support students
to experience success
Adaptations are changes to the school and
classroom environment, teaching and learning
materials, and associated teaching strategies.
These changes support students to access and
respond to the school and classroom environment
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What do we need to do first?

• To understand what needs to be completed prior to
  differentiation and adaptation to the classroom
  curriculum and school environment

Overall Teacher Judgement
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What do we need to do first?

• How well do we know the people in the group?

• How well do you know your students?

Knowledge of the student
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Assessment for Learning
(Assessment Online TKI -
http//assessment.tki.org.nz/
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What do we need to do first?

• What assessments/tools/frameworks can you use
  with students?

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What do we need to do first?

• Are all appropriate for students with special
  education needs?

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Examples of Assessment/tools/frameworks
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Differentiation adaptation

• To consider 4 key areas when differentiating and
  adapting the classroom curriculum and school
  environment
• To have a good understanding of differentiation
  and adaptation of the classroom curriculum and
  school environment in practice

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Differentiations adaptations

• (Collaboration for Success IEPs 2011, p12)

Differentiations are changes to the content of
the school and classroom curriculum and expected
responses to it. These changes support to
experience success
Adaptations are changes to the school and
classroom environment, teaching and learning
materials, and associated teaching strategies.
These changes support students to access and
respond to the school and classroom environment
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Differentiations adaptations

• What do you do to differentiate and adapt the
  classroom curriculum and school environment?

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Differentiation adaptation

• Where would you place some of the examples now?

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Differentiation adaptation

• What are the barriers to differentiation and
  adaptation of the classroom curriculum and school
  environment?

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Implementing into practice

• To explore different levels of differentiation
  and adaptation to the classroom curriculum and
  school environment

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Implementing into practice

• Welcome to the dinner party

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Implementing into practice
Multi level differentiation of the classroom
curriculum - same content, different level
and/or amount
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Implementing into practice
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Implementing into practice
Giangreco, M.F (2011)
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Implementing into practice

• Case Study
• Andrew is a Year 5 student who has delayed
  language and learning skills. He also exhibits
  challenging behaviours at times.

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Implementing into practice

• Case Study
• Amy is a Year 3 student with ASD.

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Next steps

• How can I capture success in differentiating and
  adapting the classroom curriculum and school
  environment?
• How can I share my success with my colleagues in
  either my school or community?
• How can I help review our approach to school and
  classroom curriculum task design so that it is
  more inclusive from the outset?
• Where can I go for more information?