Alternative Ways to Complete Assignments/different Mediums
Alternative Ways to Complete Assignments/different Mediums
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Using Alternative Ways to Complete Assignments...
Allows students with a known struggle to complete a task in a specific medium or subject
Gives firm goals but flexible means of accomplishing goal
Provides access for all students
Implementation
Implementation
Overview
Alternative ways to complete an assignment means allowing all students in your class or a portion/group to have multiple means to completing the daily learning target.
This may mean that depending on the learning target, a student may be allowed to write, create a presentation, design a playlist, etc.
In identified areas of need teacher/student collaboration will determine an alternative means of completing assignment that still requires student to meet grade level learning targets. (typing assignment, spelling lists that emphasize rule over memorization, limit choices, etc)
Core Components
Multiple means to complete an assignment
Options for students to choose
Proactive Implementation
A menu of options may be designed for multiple access points to complete an assignment. This could look like allowing students to make a presentation, write, record, or other creative format to show mastery of a skill. The students should be aware of these options when assignments are explained.
Responsive Implementation
If a student is struggling with completing an assignment that currently has a required format, you may adapt the assignment to allow for a different format. The key is to ensure what skill actually needs to be graded is not adapted. For example if you must grade a student's writing then you may not change the assignment to be a recording.
Bucket Fits
Bucket Fits
Connection
If the need is connection, there should be opportunities for the student to work with or check in with others. This may look like emphasizing options that all require collaboration or cooperation with others to complete the final project whether through each member being responsible for different components relating to their strengths or collaboration throughout each step.
Skills Training
If the need is skill building then specific formats or variations of these formats may be used to support the student in a target area. This may require reduced or controlled options to expand skill sets. There may also be open formats for the student with specific criteria relating to the target skill built into the assignment.
Awareness
If the need is awareness, the student should be the guide during the conference. The student should determine the best format for themselves and explain why this format will work best for them. They may be asked to monitor their progress.
Emotional Regulation
If the need is regulation, the format should allow for opportunities built in where students can monitor their emotions throughout the process.
Considerations & Adaptations
Considerations & Adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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