finaldifferentiation!
TRANSCRIPT
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DifferentiationMaking Sure We Have Their Number
and We Aim for It!
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What is It?
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From Tomlinson_QualityDI.pdf, ASCD San Antonio March 2010
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Analytical
Sternberg’s Three Intelligences
Practical
Creative
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Shaking
It
UP
Students need options for taking information in, organizing and making sense of ideas, and expressing what they learn
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Slide From Tomlinson ASCD Presentation 2010
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Slide From Tomlinson ASCD Presentation 2010
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Differentiate
• Content• Process• Product• Learning Environment
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Differentiate
• Readiness• Interest• Learning Profile• Affect
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Role of Assessment
• Inform design options/student choices– PreAssess– Formative Assessment
• Measure students skillset/Understanding at a moment in time– Summative
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Why do IT? Mind, Brain, Education Research
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What We Know
Brains are as unique as faces.
Brain is highly plastic.
All Brains are not equal in their ability to solve problems
Brain connects new information
to old.
Brain is changed by experience.
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What Is Probably True•Emotions are critical to decision making.•Stress impacts learning – eustress vs bad stress.•Support from others is critical for learning and optimal academic performance.•Feedback and meaningful assessment is important to human learning, through the importance and role of feedback vary greatly across domains and processes.•Human brains seek patterns upon which they predict outcomes, and nueral systems form responses to repeated patterns.•Self Regulation is an integral part of higher order thinking skills.•The elaboration (overt teaching) of key concepts facilitates new learning.•Rehearsal of retrieval cues aids in declarative memory process.•Declarative knowledge acquisition depends on memory and attention.
Tokuhama-Espinosa
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Create a Learning Environment
• My vygotsgy diagram
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Factors that help Differentiation
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Role of Community – Classroom and SchoolA Manifesto for Contemporary Learning
Christian Long-http://chrislott.org/story/the-future-of-learning-manifesto-christian-long/
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Understanding Assessment
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Strategies
• Simple, short– Compact knowledge– Student self Assessment/Metacognition– Formative Assessment • Informs further differentiation
• Longer– Groupings– Tiered Assessment
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Slide From Tomlinson ASCD Presentation 2010
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3-2-1
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Tic Tac Toe Board
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Learning Journals
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Graphic Organizers
• Vary Complexity
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Portfolios
• As Assessment Tools• Differentiated Table of Contents
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Tiered Instruction
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Differentiate for product and interesttic tac toelearning options
Differentiate for processtiered
Differentiate
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Tomlinson Sample RAFT
Slide From Tomlinson ASCD Presentation 2010
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Billiard Balls- Daveblog, pool-group http://www.flickr.com/photos/36596365@N00/109424137/Marbles – marbles- whodeenee’s http://www.flickr.com/photos/25527283@N06/2711954094/Buddhas –buddhas, youareyouratman http://www.flickr.com/photos/68084379@N00/114239128/Slide 6/7 Tomlinson ASCD 2010Slide 8 Dewck Mindset – Nigel HolmesBrain in man –Inside, Andrew Mason http://www.flickr.com/photos/34754790@N00/4006709/Shaken - http://www.flickr.com/photos/zenoptic/4452880/sizes/l/Goals - http://www.flickr.com/photos/13152844@N00/90580061/ http://www.flickr.com/photos/69699012@N00/130537193/ http://www.flickr.com/photos/67499195@N00/3903369299/ http://www.flickr.com/photos/57038667@N00/4075970439/vv