Cash Cab: Accommodations vs. Modifications
Before the Activity
This activity will focus on differentiating between accommodations and modifications. Additionally, it will challenge the player to consider various ways the learning can be accommodated or modified for students with specific needs. It is important that the players are familiar with the terms “accommodation” and “modification” and their definitions. As per the document The Individual Education Plan (IEP): A Resource Guide:
- “The term accommodations is used to refer to the special teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. Accommodations do not alter the provincial curriculum expectations for the grade” (pg 25)
- “Modifications are changes made in the age-appropriate grade-level expectations for a subject or course in order to meet a student’s learning needs. These changes may involve developing expectations that reflect knowledge and skills required in the curriculum for a different grade level and/or increasing or decreasing the number and/or complexity of the regular grade-level curriculum expectations” (pg. 25-26)
After these terms have been reviewed and a brief discussion around their importance in our inclusive classrooms has occurred, the group is ready to play “Cash Cab”. The facilitator can choose to have each individual play the game separately on their own devices, or as one large group.
Instructions to Play
- Open the Cash Cab PowerPoint file.
- Begin the game. It is recommended that the players are given a specified time to answer each question to ensure that the group stays on track.
- To check if an answer is correct, click the cursor inside the question box and the answer will appear. If the given answer is correct (meaning that it matches the answer that is displayed), click the green button on the bottom of the screen. If the given answer is incorrect, click red button on the bottom of the screen. It will direct you to the correct slide, given the number of strikes accumulated. If a question is answered incorrectly, a strike will be given. The strikes will be displayed in the box on the left-hand side of the screen. Three strikes and you are out of the cab!
- If 8 questions are answered correctly in a row, then the player can attempted the Red Light Challenge. Click the red box in the top right-hand corner to begin the timer. The player then has 30 seconds to answer the question by identifying the environmental accommodations present in the list. If the player answers correctly, click the green button on the bottom of the screen and award the player additional points.
- At the end of the game, the player can either choose to take the points they have earned or go double-or-nothing on the video bonus question. Points being awarded are at the discretion of the facilitator.
After the Activity
This activity will provide a good opportunity to challenge individuals on their knowledge of accommodations and modifications. This challenge should spark a rich dialogue about how to identify when an accommodation or modification is required, what accommodations or modifications are effective in which situations, and which students in our own learning environment may require additional supports. It is important to remind the players that decision making around implementing accommodations and modifications are based on the child’s individual and unique needs. Additionally, it is important to mention that accommodations and modifications should consistently be evaluated after they have been implemented (Are they effective? Are more supports required? Does the student still require the supports being provided?).
Fisher, Stacy. “Free PowerPoint Game Templates for Teachers.” The Balance. N.p., n.d. Web. 02 June 2017.
The Individual Education Plan (IEP): A Resource Guide. Toronto: Ministry of Education, 2004. Print.