TIES Lessons for All: 5-15-45

What is the content you are teaching? 

What is the most essential content for all learners to know?

We have a mutual understanding of the essential content of this lesson or lessons.

What are the instructional strategies and activities?

What instructional strategies and activities are most helpful for teaching the essential content?

We can ensure that our instructional activities teach the essential content.

What is one barrier to learning we anticipate for our student with significant cognitive disabilities?

• Is it related to student interest or engagement?
• Is it related to the student’s background knowledge or access to language and symbols?
• Is it related to how the student shows what they know (i.e., foundational skills, communication)?

We have identified at least one barrier for the student with significant cognitive disabilities.

All learners can engage in meaningful conversations about the essential content with their teachers and peers.

Now, let’s come up with one way to remove this barrier?

We are changing our instruction so that it removes/reduces barriers.

Maximize your impact: How could other students benefit from this new instructional strategy or option?

We have considered how this new instructional strategy or option could benefit all students.

Let’s remove some more barriers. Where do you expect students to get stuck? Are there places where you will need to reinforce through pre-teaching or re-teaching? Where do you want students to focus their attention and problem solve?

We are changing our instruction so that it removes many barriers, but still allows for “desirable difficulties”  or “productive struggle.”

How can all students have options to go through the lesson in a flexible way to build concepts and skills? What will success look like?

The learning experience now has multiple paths for students, including  clear paths for your student with significant cognitive disabilities.