More on Differentiation... Real Strategies.

Back in July of 2010, I wrote a post called Differentiation: Stop Rolling Your Eyes...and I was reminded this week why I so strongly believe in the concept of "differentiation" even if it is a "buzz word" or a "passing fad."

I don't believe it's a passing fad because it can never get old to teach ALL kids.

Nonetheless, this week, our district provided us with some professional development on "differentiation" by bringing in speaker and author Dr. Michael Optiz.  Dr. Optiz has written many books such as Do-able Differentiation and Literacy Lessons to Help Kids Get Fit and Healthy.  Dr. Opitz gave some great ideas, shared some great children's literature, and was a generally nice and knowledgeable man.

While I found Dr. Optiz and his suggestions worthwhile and meaningful, I also believe its important to remember that meeting the needs of all learners does not have to be some elaborate plan or something you've planned weeks in advance.  Differentiation is good teaching.

Because I believe that differentiation is something I do well (because I have to do it every single day because of my job!), I would like to share some more ideas for easily differentiating in the classroom (for more ideas, please see the post from July 2010, "Differentiation: Stop rolling your eyes...").

1. In an elementary school science class, students often work on concrete concepts such as categorizing animals or the digestive system.  Make a few extra visuals for your visual learners.  Put a copy of the visuals on the students' desks who might need an extra visual or two to understand the concept.  Reference the visuals by walking by and tapping the correct visual when you are speaking about a topic.  Where to find the extra visuals?  Try Google Images.  It's free!

2.  In addition to extra visuals, maybe some students need to move items during instruction (tactile learners). Try to make some file folder tasks that the students might be able to manipulate during the lesson.  File Folder Tasks are easy to make and can be used year after year.  You might need to invest in some Velcro, but often you can find it cheap if you look in craft stores for "hook and loop" tape or straps.  You can also think about writing to Velcro and asking for any "scraps" that they can share.  They've sent our school two big boxes of Velcro!

Here are some sites for file folder tasks that you can print out and use:
- File Folder Heaven
- Enchanted Learning File Folders
- The Virtual Vine
- File Folder Fun
- My File Folder Games

3. Graphic Organizers.  Sure, it's good practice to use graphic organizers with everyone, right?  But some kids may need graphic organizers to organize their thoughts about a story they just read, about the social studies content that was delivered, about the writing they plan on doing... Graphic organizers are an easy way to make reading, writing, and learning more visual and organized.

Where to get pre-made graphic organizers?
- Reading A-Z. If you are lucky enough to subscribe, there is a HUGE library of graphic organizers.  If you don't get Reading A-Z, wait for their Open House in May and check out their resources!
- Freeology.com : Free Printable Graphic Organizers
- Education Oasis: Graphic Organizers
- Teacher Vision: Graphic Organizers
- Super Teacher Worksheets: Graphic Organizers

4.  Leveled Readers.  Find different books on different levels on the SAME TOPIC.  If you are reading about dinosaurs, find a picture book, an I CAN READ book like Danny the Dinosaur, and a nonfiction reader about dinosaurs.  Flexible groups can read different books and then the whole class can have a discussion on dinosaurs.  Do the same with other concepts.

5. Do all of the kids need to take the dreaded "timed test" for math facts?  How about having different ways to assess math facts?  I haven't seen a content standard that says "Student must complete 5000 addition facts in 5.2 seconds," have you?  Why do we even give those timed tests anymore?  I thought we were looking to create thinkers who use different strategies to get to the same answer.  What if some kids took the timed test while others played an addition game on the computer like "Adding Bricks" and others played an addition game on the iPad like "Math Magic" and others used the Touch Math strategies to be able to answer the facts?

Now, how can you apply these SIMPLE strategies in your classroom? 

Reflections of Summer Vacation 2010

It's the night before school and all through the house, not a creature was stirring, not even a...

Well, that's a lie.

The washing machine is running on overtime as my sister (a HS guidance counselor) and I are trying to do loads of laundry.  The dishwasher is buzzing because, well, you can't start the school year with a dirty kitchen.  The dog is on edge because he knows something is about to change.  The fridge is full of healthy lunch choices (because I vowed to stay away from the school lunch line this year).  The toenail polish is freshly drying and the meditation DVD is set and ready for a few hours from now.

It's the night before a new school year; my 8th school year as a teacher.

And I'm excited.  Or anxious.  Or excited and anxious...

I've been trying to reflect on what I've actually done this summer; laying in the sun, cleaning out the garage, reading fiction novels, doing yard work, watching reality TV shows, attending the Reform Symposium from the comfort of my own bed, visiting friends in Marblehead, walking for the Easter Seals Zoo Walk in July, walking in the Buddy Walk sponsored by the Upside of Downs of Greater Cleveland, playing with the dog, eating ice cream, building my PLN, consistently writing blog posts, learning loads of new technology that will fit nicely into my classroom, reading blogs, articles, and books about technology, web 2.0 tools, and special needs, exploring new teaching and assessment strategies, and trying to relax.

Here are my top 5 highlights from the summer of 2010:

1. I started to build a PLN.  This personal learning network is helping me to learn new things every single day.  I read their blogs.  I read their tweets.  I participate in discussions with them on Nings like the "Educator's PLN."  They are from all over the country and even the world.  And they are bringing new ideas to education every single day.  This year, on the days when I feel like my ideas are ridiculous and my beliefs about education are in the minority, I can sign on to Twitter or read these blogs, and know that I am not alone.  I can share ideas, borrow ideas, think through new strategies, and be part of a group that helps me grow.  I am so thankful to have found this world, these people, these blogs, these ideas...

2. The class swim party I had at my house was awesome.  I invited some students from past years, along with my class for the 2010-2011 school year.  In all, 10 of my students, past and present came, along with 9 of their siblings and at least 10 parents.  Our key club helpers also came, along with two of our special education aides.  My sister could not believe how many people were here!  We had so much fun!  The kids were so happy to swim and thought it was exciting to be at the "teacher's" house.  The parents got to chat, meet one another again, network with each other, see the other students, and catch up.  The new parents got to see how our classroom works and how supportive everyone is.  The principal even showed up!  It was a great night!

3.  I read two fantastic books this summer (I actually read 3, but only 2 were fantastic.)  House Rules by Jodi Picoult is one of the best books I've ever had the privilege of reading.  The Girl with the Dragon Tattoo by Stieg Larsson was also a great book, much different than my usual read, and I can't wait for the movie!  I also wrote a blog post about House Rules...

4. I taught my dog to swim. (Well, it couldn't all be school related or intellectual, could it?)

5.  Thanks to the PLN that I've been working on, I've found some awesome blogs to read that inspire me.  First, the blog written by "Teacher Tom" is just incredible.  This man has ideas that I couldn't even dream about.  Imagine how he empowers students!  Another blog, "Irresistible Ideas for Play Based Learning" has helped take my lesson plans for this school year to a whole new level.  While I've read hundreds of blogs this summer and added at least 20 to my Google Reader, two more worth mentioning here are "What Ed Said" and "Connected Principals."  I, finally, got my boss to read the "Connected Principals" and he even thanked me for it (although he did note that he reads only 1/10th of the blogs that I actually tell him about).

So, I didn't take any grand vacations or any wild road trips this year, but I did gain a whole lot of knowledge.

I did, indeed, spend a lot of the summer working... My plan was to keep learning and working all summer so that I won't feel so stressed during the school year...

And if this plan works, it will all be worth it.

Maybe it was all worth it anyways...

Setting Up Our Classroom- What Does Your Space Look Like?

As I've been setting up our classroom this past week, I've been trying to decipher what the most important aspects of a classroom for students with special needs are.  I suppose it depends on who you talk to.  If you run a strict ABA program, you probably have more one to one teacher table set ups in your classroom.  If you run a DIR Floortime program, you likely have much more space and place more of an emphasis on your play or leisure time area.  I run something called the "Blended Model Method" which includes some ABA aspects, some DIR Floortime aspects, mostly TEACCH based and Sensory Integration driven.  Plus, I throw in the curriculum (or the more appropriate, "standards"), some functional skill work, and social skills. (You can click here for some of the other programs we use.)

Mash all those things up and hope for...

...A student who is able to read, count coins, add, subtract, use the computer for more than just playing PBSKids, respond appropriately in social settings, share toys with friends, and monitor his/her own sensory needs in ANY setting.  Hope for generalization (before 4th grade).

So, what in the world should this classroom look like?

Well, we need a "one to one teacher table" and an "independent work station", of course.  One to one teacher table is where most of my instruction takes place.  I instruct the skills in the content standards at the one to one teacher table.  Then, once those skills are mastered, we move them to the independent work station.  We have one of each, for 7 students. In both one to one teacher table and independent work station, students master activities like shoebox tasks and file folder games.  Here is our shelf of homemade shoebox tasks (as you may be able to see, some are numbered, some aren't.  That was our first attempt at organization in the first year we opened this classroom).

Next, I've attempted to make 3 small group areas this year.  Because our students have been so inundated with one to one therapy, they are not used to working in small groups.  We can also do one to one teacher time on the carpet in a more unstructured space. I believe we need more small groups and more time for problem solving.  Here's one space for that.

We'll use this small group area daily for circle time and calendar skills.  This is the only "cutesy" bulletin board we have, but I believe it's useful as well.  I believe in making the room useful and meaningful to students, not just cluttered with cute.

We, then of course, have to merge my passion for technology with kids with special needs and throw in our computer area.  Because of a grant I wrote 2 years ago, and some foraging, we will have 7 computers in our classroom this year.  That's right, 7.  I will see 7 students, and we have 7 computers.  That, in a word, is awesomeness.  We'll be starting e-portfolios using weebly.com this year! We also have a SMARTboard, Leap pads, Leapsters, a Touch Screen, BoardMaker Activity Pads, etc.

Think we've used up all our space yet?  No way.  We still need a gross motor area, right? 

We also have a ball pit back there, but the swing needs to be removed to use it.  A sand table completes that corner, only because there was no other area for it.  Then, there's our new sensory table.  We're starting off with bird seed on one side and feathers on the other.  I can't wait to see who will make the connection first.

Next, I needed to make sure I had space for each of the 7 students' visual schedules.  A visual schedule is set up for each student each day indicating what will come next.  A visual schedule might have picture icons (we use BoardMaker Plus v.6) to show Circle Time, computer, bathroom, wash hands, read book, Music Class. (In place of picture icons, you could also use an object schedule, photo schedule, or word schedule, depending on the students' level.) Students remove the icons as they finish and place them in the plastic envelope below the schedule.  At the end of the schedule, our day is done (depending on how many icons the student can handle).  Here is an example of an empty visual schedule.  This student's schedule has Legos because I know he loves to build with Lego blocks.

Lastly, I'm feeling a little guilty this year.  We have no play or leisure time area.  I just don't have the room.  We have the toys, we have the games and the puzzles and the strategies to teach kids how to play, but I will have to be really disciplined and structured when we have a leisure time.  We"ll have to give limited choices ("Please choose puzzles or Play-Doh today").  I'll have to make room in our small group areas.

Of course, we'll make it work.  I am thankful to have a classroom (and not a closet).  I am thankful to have a job.  I am thankful that we have the amount of materials and games and puzzles... I am thankful that not one of these students is "self-contained" because we have managed to get them each included at some point during the school day (because they can be, and because they can be successful).

Now, just in case I missed something...

Are there other areas that you would include?  What's your rationale?  What would you do with the other bulletin boards in the room?  Do you have questions about our space?  Your space?  Can I help?

"Differentiation" Stop rolling your eyes...

Inspired by the afternoon session of #edchat today, I feel that there's a need for a blog post about Differentiation.

Oh yeah! Another buzz word!

I know. I've seen your eye rolling.  I've seen your finger quotes around the word "differentiation." 

But, keep reading, I might hook ya.

Sure, we all know what differentiation is, right?  Well, we sure know the definition that we can give if asked by an administrator or community member: Differentiation is teaching to the needs of every learner.  It's giving different strategies to different learners to get the same result: a good grade on the standardized test, right?

Wrong.

I'm not looking for the definition, but some practical applications, because I'm just not convinced that it's as difficult as we make it seem.

(But what about the teachers who say that "Differentiation" takes up too much time??? Well, as I read tonight on #edchat from @web20classroom and I quote "We take the time for things that are meaningful in our lives. If education and kids aren't meaningful, time to move on." Priceless.)

So, here, some practical applications of "Differentiation:"

1. Upon reading a book in an elementary school classroom at the "carpet area," allow students with attention concerns, sensorimotor problems, or other sensory issues to sit in chairs, bean bags, or in a defined space on the carpet away from other wandering hands.

2.  While reading a story to elementary school students, stop to ask questions to help make connections.  Being aware of students' baseline levels, ask one student to name the characters in the story.  Ask another student to tell which character is his favorite and why.  Ask the nonverbal student with autism to point to a verbally named character.  

3. @suedensmore gave a great example from her music class during #edchat-"Differentiation: some kids can play the lead part, others play more supporting w/less notes. We all play the same song."

4.  In a 3-8 math class where students are expected to know the times tables, place a multiplication table on the desk (or inside a notebook or the front cover of a text book to be more discreet).  Better yet, hand the student a calculator!

5.  If you know that one of your students works at a slower pace than the others and you hand out a worksheet that needs to be completed, why not CUT THE WORKSHEET IN HALF for that student.  OR, do it for half the class (no one will know which students need less work). 

6.  STOP TEACHING WITH WORKSHEETS! But, if you must, alter the worksheets for students.  Remember that students with special needs like autism or Down syndrome are often visual learners, but so are many others.  Take out extraneous detail or distracting content.  Limit text on the page.  Provide visual cues and less answer choices. (If you didn't create the worksheet, but are photocopying it, use White Out or place a Post-It over the section you want to delete while you copy the page.)

7.  In high school, let the student decide what grade to work for.  Give out a rubric for an A.  Give out a rubric for a B.  Give out a rubric for a C.  Tell the students that they can choose to get any grade they want A-C depending on the work they complete.

8.  While lecturing and expecting students to take notes in a high school or middle school class, consider handing out a template ahead of time to students who may need it.  Allow students to record lectures.  Consider recording your own lectures using a Flip Cam and post your lectures online to help students make connections between their notes and your presentation. 

9. In an elementary classroom where students are learning to add and subtract, try using Touch Math.  Teach this method of counting touch points to the whole class, and let students choose to use the strategy or not.  Do the same with touch points for coins.

10.  In a Kindergarten when writing their names, some students can use a #2 pencil, some students may need a fat tipped marker, some students may need to use stamps, while other students may need to use a keyboard to type the letters.

11.  In P.E. class, if a student cannot perform the assigned task, can it be modified?  If the student can't do jumping jacks, how about just the legs?  or just the arms?  How about running in place? 

12.  Writer's Workshop.  One student may be encouraged to write a paragraph and type it on the computer.  Another student may be encouraged to write a complete sentence and check it with a proofreading checklist.  Another student may still be asked to draw a picture.   Another student might make a graphic image or even post his work on glogster.

I believe strongly that, if you don't "differentiate," you truly are not doing your job as an educator. 

And the term "differentiation" is just a buzz word for something that's been around forever, it's called good teaching.  It's called great teaching.

And great teaching never goes out of style.

How Do We Teach Kids With Special Needs to Problem Solve and Think Critically?

Critical Thinking and Problem Solving.

21st Century Skills.

Autism Spectrum Disorder.

Buzz Words.

But when you are working with kids with moderate-intensive special needs, and your starting point is completing ANY task independently, how do you eventually move to critical thinking and problem solving?

I'll use Student A as an example.

Student A came to Kindergarten with autism.  Student A flapped his hands, jumped up and down, was relatively nonverbal with the exceptions of the approximations of the words 'yes' and 'mom' in the school setting.  Student A receptively knew all letters and letter sounds.  Student A did not complete any tasks independently with the exception of using the bathroom.

In first grade, Student A grew by leaps and bounds.  Starting with matching pictures and objects, pulling objects apart, putting objects together, putting together 2 piece puzzles, categorizing by color, pressing one object on the computer screen on a touch screen, pointing to the verbally named picture.  Contrastingly, Student A learned to read.  He receptively could show how he could read a text and choose the correct answer to a comprehension question.  He could use manipulative letters to spell words.  He could receptively choose numbers 1-100.  His expressive language grew by hundreds of words in the school setting.

In second grade, Student A grew even more.  He could read text on a second grade level and answer literal comprehension questions receptively.  He could complete up to 10 previously mastered tasks dealing with matching words and pictures, color and shape words, stringing beads, squeezing clothespins, tracing letters, completing puzzles, categorizing by color or shape, matching time to the hour with analog and digital clocks.  He could complete a 24 piece puzzle with minimal assistance.  He could play simple computer games on a touch screen on the computer.  He could communicate with words, gestures, and picture cues, and began to use an AAC device.

And now, as Student A enters third grade, while there are many skills that we will continue to focus on, I am becoming increasingly interested and focused on how to teach him critical thinking and problem solving skills.  He's proven that he can learn.  He's proven that he has many many skills.  He's proven that he can learn in many settings, that he can generalize skills, that he can communicate with "full communication..."

But how can a student with autism learn to problem solve and think critically?

We're going to start with the basics.  Here are my first ideas.  Please share more!

1. Take the chairs away from the table before working.  When we get to the "one to one teacher table," ask, "What do we need?"  If Student A does not get a chair, physically prompt him to go get a chair and bring to the table.  Continue until only gestural prompts are needed.  Continue until only verbal prompts are needed.  Continue until no prompts are needed.  Use visual schedule for prompting if needed.

2.  When completing work that requires scissors or pencils, move items farther away from Student A.  Repeat prompts from idea #1.

3.  Teach Student A how to turn on the computer.  Once he has mastered the process, begin to leave the computer off.  When it's computer time, say to Student A, "What should we do now?"  Fade prompts.

4.  Student A LOVES to play with cards.  Spread student's favorite cards on the table.  Leave one with a large rip in it.  Leave the tape dispenser next to the cards.  Wait for student to initiate problem solving.  If he does not, show Student A how to repair the card with tape.  Repeat process with faded prompts.

5.  In the Independent Work Station, items are always lined up correctly and appropriately to minimize frustration and increase motivation for success.  Move items around in the station.  Watch for frustration level.  Adjust as needed.

6. Continue work with feelings.  Look at a face.  Ask, "What is this girl feeling?"  "WHY could she be feeling this way?"  Make a list of reasons for a particular feeling OR a list of feelings or a particular "face."

7.

July 4th Preparations for Kids with Special Needs

It's a Holiday Weekend, "Woooooo Hooooo!"  Right?

Maybe, It's a holiday weekend, "OH NO!"

Ever stopped to think what life might be like if you had a child with special needs during a holiday weekend?

What if your child thrived on routine, a sense of structure, a calm atmosphere, and/or a predictable social script for every situation?

Now, throw in a holiday, especially one like July 4th.  July 4th is all fireworks, parades, fire truck sirens, and polka bands, candy, and swimming, and outdoor grilling, new smells from the neighbors' backyards, and cars lining your ever so quiet little road.

Here are a few tips to set your child up for success and enjoy the "holiday:"

1. Social Stories.  Set your child up for success by sharing with him, far in advance, the plan for the holiday.  If possible, share the information in short, understandable sentences or phrases with simple visuals.  Read the social story every day leading up to the holiday.  Your child will be more comfortable with the forewarning.

2. Food Options.  The menu at the picnic is hot dogs and potato salad but your daughter eats only pizza or chicken nuggets.  Bring your own food.  Why stress out over the food menu when you can simply prepare what you know your child will already eat?  If your hosts are offended, they simply do not understand your world.

3.  Bring at least one or two comforting and familiar 'toys' or objects that your child favors.  Optimally, you've already forewarned him that there would be a trampoline, many kids, and lots of taking turns, but, maybe in the moment, it was a little overwhelming.  Comfort him without a scene, then try the trampoline again later.

4.  Don't force it.  Your child is different.  Different IS NOT BAD.  Different is NOT WRONG.  Don't force her to participate in any new activity that she is uncomfortable with today.  Today is already a hard day.

5.  Provide for sensory needs.  If you know that your child hates loud noises, bring ear plugs or head phones.  If you know that the smells of candy will drive her crazy, bring an "If-Then" board (If you watch parade, then you eat candy).

6.  Skip the Live Fireworks.  Did you know that you can watch a lovely fireworks show from Times Square ON TV???  Sometimes adults put way to much emphasis on this tradition when, in reality, it's a dangerous tradition that is scary to both typically developing children and those with special needs.

7.  Use a visual (or object or written) schedule.  Show the plan for the day.  "First car, then grandma's house, then parade, then candy, then chicken nuggets, then trampoline, then home."  Show when each "task" has been completed.

8.  If it's too stressful, treat the day like any other summer day.  You can "celebrate" the 4th in your heart, and skip the picnics, parades, and razzle dazzle.  If you don't miss it, they certainly won't.

Happy 4th of July to you, in whatever way you choose to "celebrate." :)

10 Things Special Ed. Teachers Should Be Able To Do...

After reading the post What Teachers Should Be Able To Do on the "What Ed Said" blog tonight, I got to thinking...

If I made a list of 10 things that every special ed. teacher should be able to do, it would go something like this:

10. Write a legally defensible IEP using the IEP writing software provided by his/her district. (i.e. When learning the new software, do not ask, out loud, how to log in to the computer.)

9.  Give a reasonable learning objective for every activity planned throughout the course of the school day.  (Sure, you might see my student playing Wii Bowling once a month, but I have at least 5 objectives tying to his IEP objectives, developmental stages, and academic content standards that explain why.)

8.  Proofread an IEP written by someone else and ask questions/provide suggestions/find errors.

7.  Explain and/or demonstrate how he/she stays up to date or gets the latest research or information on best practices in special education.  (Can you say PLN?)

6.  Describe how your students can use at least one new piece of technology in making life/communication/ social skills/ social situations/ academics easier.

5.  Relay the relevant background information and likes/dislikes of each student on your caseload without having to look it up.

4.  Describe, demonstrate, or provide evidence of the research based strategies/ interventions/ methods used in your classroom.

3.  Describe or demonstrate assessment and data collection for each student on the caseload.

2.  Create student schedules, special education aide schedules, therapy schedules, and a personal daily schedule from the school master schedule keeping in mind the exact minutes of pull out or inclusion each student has listed on his/her IEP.  Execute and tweak that schedule.

1. Communicate with parents!  Blog, twitter, daily reports, Friday folders, progress reports, notes home, phone calls, emails, etc., etc., etc...

But yikes, this list could go on and on and on and on....