differentiated journey. the plan working definition beginning steps take home one strategy to use...
TRANSCRIPT
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Differentiated Journey
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The Plan
Working definition Beginning steps Take home one strategy to use with
students or staff
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Beauty or Hag?
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One Possible DI Definition
Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.
(From Carol Ann Tomlinson, ASCD)
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Beliefs Behind DI Learning profiles differ Active learners, decision makers,
problem solvers Making meaning priority Opportunity for choice
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What DI Is…
ProactiveVaried approaches Multiple approaches to content,
process and productStudent centeredEbb and flow of whole-class,
group and individual instruction Carol Ann Tomlinson, The Differentiated Classroom, 1999
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What It Is Not…
Individualized instruction Chaotic Homogeneous grouping Bluebirds and buzzards Hard questions for the gifted, easy
questions for the struggling
Carol Ann Tomlinson, The Differentiated Classroom, 1999
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DI Classroom Characteristics
Teachers engage students in instruction through different learning modalities.
A student competes more against self than others.
Teachers provide specific ways for individuals to learn.
Teachers use classroom time flexibly.
Carol Ann Tomlinson, The Differentiated Classroom, 1999
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Making It Easy On Ourselves
Simple but meaningful activities that connect to learners
Anchors that provide consistency to your classroom
Large-scale projects
If you’re a baby in the process, treat yourself gently and with care!
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What to Differentiate?
Content (what students learn) Process (how students learn) Product (how students show what
they know)
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Differentiation of Instructionis a teacher’s response to learners’ needs
guided by general principles of differentiationsuch as:
respectful tasks flexible grouping ongoing assessmentand adjustment
teachers can differentiate
Content Process Product
according to students’
Readiness Interests Learning Profile
through a range of instructional and management strategies
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Prep Steps
Start small—one strategy, one area. Start with what is—mine ideas;
determine what all students will do, what some students will do; identify basic and advanced activities.
Get students ready—discuss differences, organize, “fair” not “same.”
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Before You Begin, You Need to KnowWhat You Want Your Students to
KnowUnderstandDo
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Tiered Instruction
Make slight adjustments within same lesson to meet individual needs.
Students learn same skills and concepts but through varying modes and activities.
Appropriately challenges ability levels
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Steps in Tiering
Identify key concepts and understandings Pre-assess based on readiness, interests
or learning profiles Identify how you will cluster
groups/activities Select elements to tier (content, process,
product) Create variations for each group The Equalizer
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Teacher’s Challenge
Develop Respectful Activities
Interesting EngagingChallenging
Montgomery County, MD
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What Can Be Tiered?
Assignments Homework Assessments Writing prompts, projects Learning centers Dang near anything…
(See examples/also packet)
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Tiered Assignments
Tiered assignments are multiple versions that allow students to build on their prior knowledge and that prompt their continued learning.
Readiness based approach that is challenging but not frustrating.
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The Ladder Approach
Imagine a ladder as you tier. The bottom rungs represent the
easiest levels. As you climb higher up the ladder,
the tasks become more difficult. http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html
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Layered Curriculum
Kathy Nunley Levels or layers of learning The 3-layer model requires more
complex thinking to earn a higher letter grade.
Focus on quality of learning and thinking rather than quantity of time and activities for higher grades
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The Levels
A:Critical
Thinking
B:Application
C:Basic Learning and Skills
C Level reflects what EVERY student must be able to KNOW, UNDERSTAND and DO.
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Menu Approach
Main dish: Everyone Side dish: Pick and choose Dessert: Optional but irresistible
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Cubes
Looks at topics from different angles
Eliminates flat thinking Includes six commands and a
prompt
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ThinkDots Strategy used to
review, demonstrate, and extend thinking
Can be developed to respond to learner readiness, learning profiles, student choice
Variation of cubes; works well with older students
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Think Tac Toe
Allows students choice Incorporates learning preferences Takes readiness into account (basic
and advanced) Provides framework
http://webtech.cherokee.k12.ga.us/littleriver-es/ewilliams/tictactoeoceania.htm
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Exit Cards
Easy strategy for assessing student learning
Students respond to prompts or questions; turn in cards as they leave
Teacher uses card to help create groups, monitor student progress, revise lessons
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EXIT CARDSExit Cards (AKA “Tickets To Leave”) are used to gather
information on student readiness levels, interests, and/or learning profiles.
The teacher hands out index cards to students at the end of aninstructional sequence or class period. The teacher asks the students to respond to a pre-determined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject.
The teacher reviews the student responses and separates the cards into instructional groups based on pre-set criteria.
Montgomery County Public Schools, Rockville, Maryland
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Students who are struggling with the
concept orskill
Students withsome understanding
of concept or skill
Students whounderstand theconcept or skill
Group 1
Group 2
Group 3
Readiness Groups
EXIT CARD GROUPINGS
Montgomery County Public Schools, Rockville, Maryland
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Examples of Exit Cards
Let’s take a look atsome examples---
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EXIT CARDS
Today you began tolearn about decimalfractions List three things
you learned Write at least one
question you have about this topic
Montgomery County Public Schools, Rockville, Maryland
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EXIT CARDS
Today you began tolearn about
hyperbole. List three things you
learned. Write at least one
question you have about this topic.
Montgomery County Public Schools, Rockville, Maryland
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EXIT CARDS We have been learning about The Greenhouse Effect. Explain or depict your understanding of this important environmental issue.
What questions do you have about this topic?
Montgomery County Public Schools, Rockville, Maryland
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EXIT CARDSWe have begun a study of author’s craft.
List and identify three examples of figurative language used in the novel Morning Girl by Michael Dorris.
Montgomery County Public Schools, Rockville, Maryland
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EXIT CARDS
On your Exit Card---
Explain the differencebetween prime andcomposite numbers.You may wish to give some examples of eachas part of yourexplanation.
Montgomery County Public Schools, Rockville, Maryland
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EXIT CARDS
On your exit card---
Explain the differencebetween simile andmetaphor. Give some examples of each aspart of your explanation.
Montgomery County Public Schools, Rockville, Maryland