Differentiation

With the multitude of diverse learners in Philadelphia Schools' CTE programs, we must be aware and mindful of the needs of our students and tailor our instruction to fit those needs. Differentiation is when we adapt our curriculum, instruction, and activities to fit the needs of diverse learners. The differentiation may come as accommodations or modifications. Most likely, we will be accommodating students that require English Learner (EL) support, modifications for students with Individualized Education Programs (IEP), or adjusting instructional strategies to activate cultural knowledge to initiate a new concept, tool, or technique.

Many differentiation strategies may serve multiple student needs as several groups of students may be able to benefit from the structure of the strategy. Some strategies or modifications may only be for one student. But, the goal is to ensure that all students have equitable access to learn the material.

English Learner (EL) Differentiation

EL students have the challenge of learning English while learning a Career & Technical subject. While they may be cognitively on grade-level or above, they need to learn vocabulary and grammar in order to be successful in our programs. Introduction to vocabulary and its retention is vitally important to student progress, and it is our job to support those students in learning the program's content.

Below is the 3 Moment Lesson Framework that has been adapted for CTE.

When learning new content, the 3 Moment Framework emphasizes the following procedures to help students practice and learn the content.

Introduce the content through activating prior knowledge and cultural norms/concepts. While having students engaged through prior knowledge, relate 2-3 new vocabulary terms to that prior knowledge.
Slowly and carefully demonstrating procedures and tasks to students with use of supporting materials (worksheet, diagrams, pictures, checklist, stepper).
Small group collaboration. It's important to have EL education students apply, explore, and practice tasks so they can learn from one another.
Scaffolding strategies include using graphic organizers, diagrams, videos, steppers, and checklists to accompany any activities or projects that support student learning.
Reviewing the task or activity with the purpose of connecting ideas and vocabulary together. Ensuring that students are retaining the information and are using vocabulary correctly.

Alignment of 3 Moment Lesson Framework with CTE

Activate Prior Knowledge

Discussion strategy to activate prior knowledge and determine if students are ready to learn new content.

Activate Prior Knowledge

Explanation of the benefits of activating prior knowledge before introducing new content.

Scaffolding Strategies

Brief video that shows examples of scaffolding strategies and how to use them.

Special Education Differentiation

Description of an IEP

Developing an IEP

Many students in our classes have diagnosed disabilities, and as a result, the student may have an Individualized Education Program (IEP). It is important, as a teacher, to have a copy or an abridged version of the IEP in order for you to accommodate and modify your lesson/activities/assessments as needed. IEPs are legal documents, so following them is extremely important. The teacher cannot deny students access to any accommodations and modifications that are listed in the IEP.

As a CTE teacher, it's extremely important to communicate with the special education liaison, the parents/guardians, and classroom assistant (if there is one). Communication between all parties should track student progress on their IEP goals and any issues that might arise.

Special education students and their IEPs may have specific Specially Design Instruction (SDI) listed in the IEP.

Some examples of accommodations may be:

Preferred Seating - Sitting closer to the teacher or board.
Having tools or services at their disposal to help with reading or writing.
Already filled out notes sheets / diagrams
Visual aids, such as diagrams, organizers, videos
Small group or one-on-one instruction

Some examples of modifications may be:

Extra time on a quiz/test/project
Using the resource room for a test/assessment
Use of notes while taking a quiz/test/project
Simplified rubric or checklist for a project
Chunked or simplified instructions for instruction

More resources here:
1. https://study.com/academy/lesson/what-is-an-iep-definition-examples-objectives.html

Vocabulary to Remember

Differentiation - Is the process of tailoring lessons to meet each student's individual interests, needs, and strengths. Teaching this way gives students choice and flexibility in how they learn, and helps teachers personalize learning.
Accommodation - an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. The academic expectations do not change.
Modification - An academic modification is a change to what a student is taught or expected to do in school. An example of a modification is adapting a rubric to suit the needs of a students, or adjusting the content of a lesson to be more academically appropriate. The academic expectations do change.
Individualized Education Program (IEP) - is a written plan for the provision of services, accommodations, or modifications for the education of students who are disabled or gifted.
English Language Learner (ELL) - A national-origin-minority student who is limited-English-proficient. This term is often preferred over limited-English-proficient (LEP) as it highlights accomplishments rather than deficits.

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