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  • 9 Typesofadaptations

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    The document discusses various ways to adapt instruction for individual learners, including adapting the size or number of tasks, the time allotted, how instruction is delivered, the difficulty level, participation requirements, level of support, how learners can respond, goals, and curriculum used. Specific examples are provided such as reducing or increasing the number of questions, individualizing tasks, using peer tutors, visual aids, hands-on activities, calculators, simplified directions, verbal responses, and communication books.

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    9typesofadaptations

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    The document discusses various ways to adapt instruction for individual learners, including adapting the size or number of tasks, the time allotted, how instruction is delivered, the difficulty level, participation requirements, level of support, how learners can respond, goals, and curriculum used. Specific examples are provided such as reducing or increasing the number of questions, individualizing tasks, using peer tutors, visual aids, hands-on activities, calculators, simplified directions, verbal responses, and communication books.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    22 views1 page

    9 Typesofadaptations

    Uploaded by

    api-324729098
    The document discusses various ways to adapt instruction for individual learners, including adapting the size or number of tasks, the time allotted, how instruction is delivered, the difficulty level, participation requirements, level of support, how learners can respond, goals, and curriculum used. Specific examples are provided such as reducing or increasing the number of questions, individualizing tasks, using peer tutors, visual aids, hands-on activities, calculators, simplified directions, verbal responses, and communication books.

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    © All Rights Reserved
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    of 1

    CourtneyElmore8/17/16

    Size

    Adaptthenumberofitemsthatthe
    learnerisexpectedtolearnorcomplete.

    **Reducethenumberofquestionsperthe
    learnermustlearn,increasethenumberof
    questionsifastudentfinishesquickoris
    abovelevel&adaptthenumberforESL

    Time

    Adaptthetimeallottedandallowed
    Increasetheamountofpersonal
    forlearning,taskcompletion,or
    assistancewithaspecificlearner.
    testing.

    **Individualizeataskperstudentslevel,
    **Assignpeerbuddies,teaching
    pacelearningdifferently
    assistants,peertutors,orcrossage
    (increase/decreaseforsomelearners)
    tutors.

    Input

    Difficulty

    Adaptthewayinstructionisdeliveredto Adapttheskilllevel,problemtype,or

    thelearner.
    therulesonhowthelearnermay

    approachthework.
    **Usedifferentvisualaids,planmore

    concreteexamples,providehandson
    **Useofcalculatortofiguremath
    activities,placestudentsincooperative
    problems,simplifytaskdirections,
    groups
    changerulesperlearnerneeds

    Participation

    Adapttheextenttowhichalearneris
    activelyinvolvedinthetask

    **Ingeography,haveastudentholdthe
    globewhileotherspointoutlocations.

    LevelofSupport

    Output

    Adapthowthelearnercanrespondto
    instruction.

    **Insteadofansweringquestionsin
    writing,allowaverbalresponse,usea
    communicationbookforsomestudents.
    Allowstudentstoshowknowledgewith
    handsonmaterials.

    AlternateGoals

    SubstituteCurriculum

    Adaptthegoalsoroutcomeexpectations
    whileusingthesamematerials.

    Providedifferentinstructionandmaterials
    tomeetalearner'sindividualgoals

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