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Appendix C: Design Principles for Lesson Adaptations
| Adapt Lessons to Reach All Students |
|---|
| Principle |
Criterion/Feature |
| I. Concepts or principles that facilitate the most efficient and broad acquisition of knowledge |
|
|
- Focus on essential learning outcomes
- Capture rich relationships among concepts
- Enable learners to apply what they learn in varied situations
- Involve ideas, concepts, principles, and rules central to higher-order learning
- Form the basis for generalization and expansion
|
| II. Useful steps for accomplishing a goal or task |
|
|
- Planned
- Purposeful
- Explicit
- Of medium-level application
- Most important in initial teaching of concept
|
| III. Instructional guidance provided by teachers, peers, materials, or tasks |
|
|
- Varied according to learner needs or experiences
- Based on task (not more than learner needs)
- Provided in the form of tasks, content, and materials
- Removed gradually according to learner proficiency
|
| IV. Integrating knowledge as a means of promoting higher-level cognition |
|
|
- Combines cognitive components of information
- Results in a new and more complex knowledge structure
- Aligns naturally with information (i.e, is not "forced")
- Involves meaningful relationships among concepts
- Links essential ideas across lessons within a curriculum
|
| V. Structured opportunities to recall or apply previously taught information |
|
|
- Sufficient
- Distributed over time
- Cumulative
- Varied
- Judicious, not haphazard
|
| VI. Preexisting information that affects new learning |
|
|
- Aligns with learner knowledge and expertise
- Considers strategic and proximal pre-skills
- Readies learner for successful performance
|
Kameenui, E. J., & Simmons, D. C. (1999). Towards successful inclusion of students with disabilities: The architecture of instruction. Reston, VA: Council for Exceptional Children.
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