The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Thinking It Through: Using the ADAPT Strategy to Differentiate and Adapt Instruction
Abstract
The concept of differentiating and adapting instruction for all students, including students with disabilities, is explored in this chapter. Preservice teachers, upon exiting their teacher preparation programs, are expected to be fully developed and know how to differentiate instruction for diverse learners and adapt instruction for exceptional students who require more. However, the plethora of information on differentiation of instruction and adapting instruction can be overwhelming, leaving the preservice teacher overloaded. Concrete approaches must be available. This chapter presents the ADAPT strategy, which models one approach of organizing information and thinking through a process. With the use of lesson planning, universal design guidelines, and evidence-based practices, the chapter presents a step-by-step teaching model. Examples, work samples, and data derived from teaching the strategy to preservice teachers are included. This strategy may help preservice teachers, as well as more experienced teachers, approach the task of varying instruction in a consistent, thoughtful, and manageable way.
Related Content
Pamela Segura.
© 2024.
9 pages.
|
Carolyn M. Lane, Patricia E. Lane.
© 2024.
19 pages.
|
Nicolas A. Kennedy, Erin O'Connor Marsano.
© 2024.
21 pages.
|
Elbert Hawkins III.
© 2024.
22 pages.
|
Matthew D. Rice.
© 2024.
26 pages.
|
Jason Ross Brown.
© 2024.
24 pages.
|
Altagracia Montilla.
© 2024.
9 pages.
|
|
|