adapted with permission from melanie learoyd & morag kelley north vancouver school board may 9,...
TRANSCRIPT
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Adapted with permission fromMelanie Learoyd & Morag Kelley
North Vancouver School BoardMay 9, 2009
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“In a diverse classroom, no single method can reach all learners. Multiple pathways to achieving goals are needed.”
Source: Hitchcock, 2002
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Teaching Content to All
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Open-ended teaching
Adapted
Modified
Source: Brownlie & King
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Universal DesignOrigin in the field of architecture.Stairs are the access most of us have to
buildings.Historically, architects have designed
buildings to be accessible for the majority of people, but not for all people.
For some people stairs are a barrier to access: people in wheelchairs, people on roller blades, mothers using baby strollers.
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Universal Design for Learning (UDL)
Shapes teaching to provide all students access to the curriculum.
Sees that every learner is unique and will benefit from a flexible curriculum.
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The Challenge of Learners with Diverse Needs
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orRedesign the curriculum?
Retrofit the curriculum?
“fix” the child
“fix” the curriculum
goals
assessm
en
ts
meth
od
s
mate
rials
so that it can meet diverse learner needs
The Goal…
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Guiding Principles
Multiple means of engagementto tap into learners' interests, offer
appropriate challenges, & increase motivation
Multiple means of processingto give learners various ways of
acquiring information & knowledgeMultiple means of expressionto provide learners alternatives for
demonstrating what they know 7
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The Gradual Release ModelModelGuided practiceIndependent practiceIndependent
application
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Source: Pearson,1982
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Differentiated Instruction
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Why Differentiate?All kids are
different.One size does not
fit all.Differentiation
provides all students with access to all curriculum.
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What is Differentiation?“To differentiate instruction
is to recognize students’ varying background
knowledge, readiness, learning styles, and
interests, and to respond to these differences.”
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Comparing Traditional & Differentiated Classrooms
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Student DifferencesTraditional:
Student differences are addressed when they become a problem.
Differentiated:Differences become the basis for planning &
instruction.
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AssessmentTraditional:
Summative (end of unit).
Differentiated:Diagnostic & formative so instruction responds
to the learner.
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Interest/Learning StyleTraditional:
Interest and learning style rarely inform instruction.
Differentiated:Students are guided in making interest &
learning profile-based choices; instruction is based around the ways students learn.
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InstructionTraditional:
Much of instruction is whole-class.
Differentiated:Many instructional groupings and
arrangements.
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AssignmentsTraditional:
Students are usually given the same assignment to complete.
Differentiated:Multi-option assignments are provided,
allowing choices for demonstrating learning.
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Factors Guiding InstructionTraditional:
A single curriculum guide or text is often used.
Differentiated:Student readiness, interest, and learning
profile guide instruction that incorporates multiple materials; curriculum guides & standards are still used, but supplemented by other materials.
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What can we differentiate?
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Content Process Product
According to Students’
Readiness InterestLearningProfile
We Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).20
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ContentDifferentiate the actual content of the material being presented to the students.
Example: Some students may be learning single-digit multiplication facts, while others are learning to multiply two- or three-digit numbers
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What do you teach?
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ProcessHow the student learns what is being taught
Example: Some students need to interact with the material in a hands-on manner, some might prefer to read a book or interact with material on the computer
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How do you teach?
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Product How the student shows what he/she has learned.
Example: Students can write a paper or they can present information orally
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How do you assess learning?
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Assessment in the Differentiated Classroom
OngoingInstruction-dependentStudent-dependentInformative for continued
instruction.
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Building Student Profiles
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Content Process Product
According to Students’
Readiness InterestLearningProfile
We Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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ReadinessBackground knowledge and skill level.
Example: some students may be ready to read text at a fifth-grade level, while others are ready to read text at a third-grade level
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What do they know?
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Assessing ReadinessDiagnostic assessments (formal or informal)Pre-testsInformal questioning of background
knowledgeKWL (Know, Want to Know, Learn)
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What do they know?
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InterestStudent’s interest or preferences:
Interest inventories.Inclusion in planning process.Specific interests in a particular topic to
motivate the student.
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What do they enjoy?
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Learning Profile Learning Styles:
Learning style inventories (visual, auditory, tactile, kinesthetic).
Observing student activities.
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How do they learn best (style)?