overview
Differentiating Instruction in a High School Inclusion Setting
Jean-Fryer Schedler
Session Description:
Four areas of classroom instruction are addressed in this session. The four areas are reading, vocabulary, differentiated instruction and classroom management. In order to address the varied instructional challenges found in a high school inclusion class, the teacher must first begin by having a depth and breadth of knowledge in his or her specific content area. The next step is to change from being content-driven to student-driven. This presentation is built upon current research and the work being done with inner city high school English teachers as they address the reading needs of their struggling students. The anecdotal information from principals involved in the pilot project is that student attendance has increased, homework is being completed in other courses and students are requesting to be included in the pilot program. Measures of increased achievement are not yet available. The research underpinnings for these topics are cited on the last page of the handout. Participant interaction is embedded in the presentation through the use of worksheets. The focus of the worksheets is for the participants to "hook" the concepts of this session to the course they teach, to students they have taught and to things they can do differently next year.
Jean-Fryer Schedler
Jean-Fryer Schedler is an educational consultant in private practice. She is currently working in the Baltimore City high schools in Maryland and in elementary schools in East Orange, New Jersey. Her work includes mentoring teachers to meet the needs of struggling students, specifically in the area of reading. She provides workshops, demonstrations, teacher coaching and direct instruction with students. She has worked with both public and private elementary, middle and high school students and teachers. She is a nationally and internationally recognized speaker in the field of reading and dyslexia on such topics as phonological awareness, stages of reading, differentiated instruction, vocabulary and classroom management. Her co-written chapter on classroom management is due to be released soon from the Brookes Publishing Company. She is a fellow in the Academy of Orton-Gillingham Practitioners and Educators.
