differentiating instruction for young learners
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Differentiating Instruction for Young Learners. Lori Elliott SDE [email protected]. How are teachers and hamsters similar?. Children’s behavior and needs don’t suddenly change on their birthdays. Developmental age does not always match chronological age. - PowerPoint PPT PresentationTRANSCRIPT
How are teachers and
hamsters similar?
Child Development• Children’s behavior and needs don’t suddenly
change on their birthdays.• Developmental age does not always match
chronological age.• Individual development is uneven.
Yardsticks by Chip Wood•2nd Edition•Available August 9
Birthday Cluster
•Get to know your students by listing them youngest to oldest.
•Look for clusters.•Do you have a developmentally young or
old class?•Anticipate the changes over the year and
as you approach testing time.
What is Differentiated Instruction? It’s consistently and
proactively creating different pathways to help all your students to be successful.
~Betty Hollas
Differentiated InstructionBased on Student
Differences
Assessment is
OngoingFlexible
Grouping
Teach a concept at multiple levels
Tier Your Lessons?
Multiple Pathways
Readiness Interest Learning Style/Profile
Basic Facts Apply Knowledge
Analysis
We Can Tier By:
Developing a Tiered Assignment
•Know:
•Understand:
•Be Able to Do:
When Differentiating You Must Know . . .•each child’s readiness level.
▫early readiness▫readiness▫advanced readiness
•each child’s interests. (p. 138)•how each child learns best. (p.
139)•how the child feels about the
classroom, him/herself, and learning.
Hollas, B. (2005)
Toonaday.com
Did You Know?•46% of people are visual learners•19% of people are auditory learners•35% of people are kinesthetic learners
VAK
Morning Meeting•Class meets in a circle daily for 15-30
minutes.•Greeting•Sharing•Group Activity•News and Announcements
Greeting•Set Morning Meeting Guidelines.•Teach eye contact and proper speaking
techniques. •Discuss, model and practice greetings in a
friendly way.•Sets a positive tone for the day.•Provides a sense of recognition and
belonging.
www.originsonline.org
Group Activity•Songs•Games•Chants•Poems
The Wishy-Washy Washerwoman In the deep dark jungle
where nobody goesThere’s a wishy-washy
washerwoman washing her clothes
She goes “Ooh, ahh, ooh, ahh,
Ooh ahh ahh and a ringy-ding-ding!”
Black Socks Black socks, they never get dirty,The longer I wear them, the stronger they
get!Sometimes I think I should wash them,But something inside me keeps saying ,
“Not yet! Not yet! Not Yet!
Sharing• Whole group: Each person shares one thing about a
specific topic.• Interactive: One person briefly shares and invites
questions.• Focused: Interactive, but speaker addresses a specific
topic.• Partner: 2 people share about a topic. One partner
summarizes for the group.
News and AnnouncementsMorning Message•K-2 Use a regular
and predictable format.
•Include a place for students to interact with the message.
Ways We Can Differentiate
Content Process
ProductEnvironment
Environment•Equipment•Grouping of Students•Location
Website Differentiation•Introduce a Concept•Practice a Skill•Extend a Concept•Review a Concept
Bookmark Sites•I Keep Bookmarks•Google Bookmarks•Delicious•Portaportal
Office•Word for Writing•Publisher for Advertisements/Shorter
Pieces•Newspapers•Brochures•Excel: Higher Levels•Digital Portfolio
PowerPoint•Lessons•Alternative to Reports•Use the Narration Feature•Bigger Audience: Share with Community Leader
•Post Online
Movies
Assessment?
Movement•Movement involves more
of a student’s brain than does seatwork since movement accesses multiple memory systems. (Jensen, 2001)
•Having students stand up, walk, jump, and clap as they review, understand, or master material will strengthen their procedural memories. (Sprenger, 1999)
The Liberty Bell . . .
Here’s a storyOf the Liberty Bell
It cracked the first time it was rung.They tried to fix it; it cracked again;
It weighed at least a ton!Then one day while the bell was in Pennsylvania,
People saw it and thought how they were freeThe crack . . . . was just like America
We struggled for libertyThe Liberty Bell! . . .ding!The Liberty Bell! . . .ding!
That’s the way . . . . . it became the Liberty Bell!Ding da ding ding!
Snowball Fight Hollas, B. (2005)
Hollas, B. (2005)
Vocabulary in Motion
Give Me Five!Five Critical Questions to Ask While Reading
•What mental pictures do I see? (Visualization)
•What does this remind me of? (Connection)
•What do I know, even though I wasn’t told this information in the text? (Inference)
•What might happen next? (Prediction)•What was this mostly about?
(Summarization)
Hollas, B. (2005)
•Thinking takes time.•WAIT – Pair/Share – Hands
Differentiated Wait Time
Hollas, B. (2005)
I Have . . . Who Has???
Toonaday.com
Hollas, B. (2005)I’m done . . .What do I do now??What are anchor activities?
• specified ongoing activities on which students work independently
• ongoing assignments that students can work on throughout a unit
Why use anchor activities?
• provide a strategy for teachers to deal with “ragged time” when students complete work at different times
• they allow the teacher to work with individual students or groups
• provides ongoing activities that relate to the content of the unit
• allow the teacher to develop independent group work strategies in order to incorporate a mini lab of computers in classroom
Think-Tac-Toe
Write about the main character of your story. Be prepared to present a five-minute report to the class.
In your journal, create a graphic organizer and use it to compare yourself to the main character.
Think of someone you know who is like one of the characters in the book. Write about how they are alike.
Draw a picture of the setting of the story. Include at least 7 details and a detail box.
Make up a rap about the setting of the story and set it to music.
Build a model of the setting of the story.
Make a timeline to show the major events of the story.
With a group of three other students, create a new ending for the story.
With a group of three other students, create a skit and act out the story.
R.A.F.T.RoleFraction
TeacherReporter
Songwriter
AudienceDecimal
StudentsPublic
Singer
FormatLove letter
Friendly letterBusiness letter
Rap
TopicExplain Relationship
Book Talk
Causes/effects of the current economic situation
Economics
Hollas, B. (2005)Assessment•Pre-assessment: Determine
students’ prior understanding and readiness for the content.
•Formative Assessment: Tracking students’ progress throughout the learning process as well as giving them the opportunity to track their own growth.
•Summative Assessment: Making sure they’ve reached the goals that have been set.
Comparison of Formative and Summative
AssessmentsFormative Assessments
Summative Assessments
Purpose To improve instruction and provide student feedback
To measure student competency
When administered
Ongoing throughout unit
End of unit or course
How students use results
To self-monitor understanding
To gauge their progress toward course or grade-level goals and benchmarks
How teachers use results
To check for understanding
For grades, promotion
Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques
for Your Classroom. Alexandria, VA. ASCD
It is the assessment which helps us distinguish between teaching and learning.
Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques
for Your Classroom. Alexandria, VA. ASCD
Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA. ASCD
What criteria do I use to select sources, processes and products?
Model for Differentiating InstructionWhat do I differentiate?
Sources
Process
Product
Readiness Interests Learning
Style
What principles guide my planning?
Meaningful tasks
FlexibleGrouping
Ongoing Assessmen
t and Adjustmen
t
Pre-assess
Instruction/Formative Assessment
Summative Assessment
Data Analysis
Remediation/Enrichment
The Teaching Wheel
Learning Logs and Response Journals
Hollas, B. (2005)