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Professional Advice
Multi-level Instruction
Multi-level instruction is an approach based on the premise that one
main lesson with varying methods of presentation, practice and
evaluation will be taught to the whole class. The key to successful
implementation of multi-level instruction is identifying the aim of
the unit and the main concepts of the lessons.
Rationale for multi-level instruction:
- Empowers teachers by developing strategies that help them deal
with the reality of
- multi-aged, multi-grade, multi-level classrooms
- Encourages inclusion and integration
- Allows for a variety of teaching and learning styles
- Allows teachers to teach all of the students as a group, some of
the time
- Stresses the teaching of main/underlying concepts and encourages
teachers to take students beyond knowledge and comprehension levels
of questioning
- Allows for adjustment to meet a variety of needs
- Emphasizes cooperation
- Allows for evaluation at individual skill levels
- Allows students choice
- Meets students' social, emotional and academic needs
- Encourages involvement with students' peers
Key concepts to consider for implementation:
- Have a definite aim for all students
- Accept partial and full participation
- Allow for different student learning styles - visual, auditory,
kinesthetic...
- Use questions aimed at different levels of thinking - Bloom's
Taxonomy
- Adjust expectations for some students - time, length, format of
assignment
- Give students choice in what method they will use to demonstrate
their understanding of the concept being taught
- Accept that different methods of evaluation are of equal value
- Evaluate students based on their individual differences
- Use a variety of teaching strategies: cooperative learning,
multiple intelligences, peer assisted learning, process writing,
holistic language practices...
Four-step process for developing a multi-level lesson:
- Identify the underlying concepts
- Determine the method of presentation:
- Teaching styles
- Students' learning styles
- Multiple intelligences
- Bloom's Taxonomy of questioning
- Partial or full participation of students
- Determine student method of practice
- Variation in student assignments based on Bloom's Taxonomy
- Different presentation modes, learning styles
- Partial or full participation of students
- Determine the method of student evaluation
- Different skill levels
- Variety of evaluation procedures
Differentiating instruction
Differentiating instruction is a strategy that teachers use to meet
the diversity of student needs found in today's classrooms.
Curriculum may be differentiated by content, process or product. As
well, other factors include student interest, learning style and
readiness.
Ideas about how to differentiate content:
- Exempt students from material they already know or arrange for
them to move more quickly through materials they can do on their own
- Teach by concept more than by fact
- Help students relate a concept to several disciplines
- Add a study of the people behind the ideas
Ideas about how to differentiate process:
- Use higher-level questions, (see Bloom's taxonomy).
- Make sure students spend most of their time applying key concepts
and ideas -not just repeating them
- Stress both left and right brain thinking
Ideas about how to differentiate products:
- Have students solve real problems as often as possible
- Ensure that students present their products to real audiences
whenever possible
- Ensure that students work with the teacher to establish criteria
for a quality product both before and during the product creation
and those products are assessed according to those criteria.
In a class with differentiated learning, all students learn key
concepts. Multiple approaches to content, process and product are used to
adapt curriculum and provide students with support and choice.
Differentiated instruction is dynamic and includes a blend of
whole-class, group and individual instruction.
Implications of differentiating instruction:
- Creation of a collaborative climate and culture in the classroom
- Students demonstrate their learning in a wide variety of ways
- Teachers use multiple instructional approaches
- Student assessment is on-going and uses a wide range of tools
- Classrooms are configured in a way that facilitates students
working individually, with a partner, in groups or as a whole class
Principles of a Differentiated Classroom:
- Learning experiences are based on diagnosis of student readiness,
interest and/or learning profile
- Content, activities and products are developed in response to
varying needs of varied learners
- Teaching and learning are focused on key concepts, understandings
and skills
- All students participate in respectful work
- Teacher and students work together to ensure continual engagement
and challenge for each learner
- The teacher coordinates use of time, space and activities
- Flexible grouping ensures consistently fluid working arrangements,
including whole-class learning, pairs, triads and quads,
student-selected groups, teacher selected groups and random groups
- Time use is flexible in response to student needs
- Variety of management strategies such as learning centres,
interest centres, compacting, contract, independent study, collegial
partnerships, tiered assignments, learning buddies, etc. are used to
help target instruction to student needs
- Clearly established individual and group criteria provide guidance
toward success
- Students are assessed in a variety of ways appropriate to
demonstrate their own thought and growth
Inclusive Schooling
Inclusive schooling is intended to ensure equal access for all
students to educational programs offered in regular classroom
settings.
Inclusive schooling is both a belief and a practice where all
children learn in their local schools in classes with students their
own age. Inclusive schooling reflects good teaching and best
practices such as cooperative learning, multi-level instruction,
multiple intelligences, learning/teaching styles, and differentiated
curriculum.
Inclusive schooling emphasizes:
- Equal educational opportunities for all students
- Respecting differences
- Providing teachers and support assistants with resources,
professional development and support to meet all students' needs
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What inclusion IS:
Inclusive schooling is a belief
- that all children belong
- that every child can make a valued contribution
Inclusive schooling is an understanding
- that every child is unique
- that all children can learn and experience success
- that, with support, educators can teach all children
Inclusive schooling is a commitment to
- provide all children equal access to education opportunities
- respect diversity
- high standards
Inclusive schooling teaches
- mutual respect
- generosity
- responsibility
- independence
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What inclusion is NOT:
- It does not mean having all students learn the same thing at the
same time, in the same way.
- It is not simply placing students with exceptional needs into the
regular classroom without essential supports and services.
- It is not an easy solution for meeting the needs of exceptional
students.
- It is not the sole responsibility of the classroom teacher.
- It is not the sole responsibility of the student support assistant
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- From ECE's directive on Inclusive Schooling
Everyone benefits from inclusive schooling. Children who have been
excluded become part of a group and the other learners learn
understanding, empathy and tolerance for difference.
The greatest obstacle is the way people think. When we shift our
thinking from focusing on children's problems to recognizing their
strengths, we are more apt to see the opportunities inclusive
schooling presents. It is critical to identify the children's needs,
and often that requires specific programs and resources.
Some students in Northern classrooms have serious attention
difficulties for a number of reasons. This includes students with
FAS/E as well as ADHD. There are a number of strategies teachers can
use to assist these children be successful in school. These
strategies include:
- Keeping visual and auditory distractions to a minimum.
- Making each activity brief.
- Using music to teach concepts.
- Teaching the student to "self talk" to help stay focused and curb
impulsive behaviour.
- Using concrete reinforcements to help the student with
inappropriate behaviours
- Consequences for inappropriate behaviours need to be immediate.
- Students who need stimulation of movement could use a rocking
chair for reading.
- Arranging for a quiet time out area for students.
- Establish a signal to indicate frustration.
- Use quiet background music to calm students.
Internet Resources:
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