making the content standards work for all students
DESCRIPTION
Power Point - Scaffolded UnitsTRANSCRIPT
DifferentiationAccommodations
ModificationsScaffolding
Making the Content Standards Work for All Students
What Differentiated Instruction is NOT:
•Differentiated Instruction is NOT the "Individualized Instruction" of the 1970's. •Differentiated Instruction is NOT chaotic. •Differentiated Instruction is NOT another way to provide homogeneous grouping. •Differentiated Instruction is NOT just "tailoring the same suit of clothes."
What Differentiated Instruction is:
•PROACTIVE •More QUALITATIVE than quantitative •ROOTED IN ASSESSMENT
•Provides MULTIPLE APPROACHES to content, process, and product
•
What Differentiated Instruction is: A BLEND of whole-class, group, and individual instruction.
MULTIPLE APPROACHES to content, process, and product.
STUDENT-CENTERED
Differentiation is:
Classroom practice that recognizes that kids differ, and that the most effective teachers do whatever it takes to hook the whole range of kids on learning.
Carol Ann Tomlinson, 2001
How Should We Differentiate?
• By readiness
• By interest
• By learning profilegender
age
learning style
intelligence
Teach in multiple modes
Put key materials on tape
Offer choice regularly
Connect details to the big picture of meaning
Connect ideas to student interests
Connect schoolwork with life beyond the classroom
Use key reading strategies with the whole class (close reading, think-alouds)
Provide options for journal entries
Use highlighted texts
Offer times for extra teaching
Watch more, listen better
Accommodations are: Actual teaching supports and services that the student
may require to successfully demonstrate learning. Accommodations should not change expectations to the curriculum grade levels.
Examples:• taped books • math charts • additional time • oral test • oral reports • preferred seating • study carrel • amplified system • braille writer • adapted keyboard • specialized software
Modifications are:
Changes made to curriculum expectations in order to meet the needs of the student. Modifications are made when the expectations are beyond the students level of ability.
Examples:• withdrawal from class for specific skills • include student in same activity but individualize the
expectations and materials • student is involved in same theme/unit but provide
different task and expectations
Scaffolding is: Providing support to student learning and then
retreating that support so that the student becomes self-reliant
Examples: study guides graphic organizers anticipation guides adapted reading level material double entry journals structured directions Cloze paragraphs
Key Characteristics of Effective Scaffolding
1. Clear instructions
2. Clarifies purpose
3. Keeps students on task
4. Clear expectations
5. Points students to high quality sources of help and information
6. Reduces uncertainty, surprise and disappointment
7. Delivers efficiency
Anticipation Guides
• Build interest for the task
• Help develop reading comprehension
• Help establish prior knowledge
• Build students’ prediction skills
• Encourage students to reflect on what they have learned
Vocabulary Building Activities
• Talk a Mile a Minute
• Word Walls/personal glossaries
• I Have…Who Has?
• Audio versions of vocabulary lists
• Frayer Model
Talk a Mile a Minute
Props used in the play Romeo and Juliet:
Talk a Mile a MinuteSword
Poison
Mask
Knife
Bed
I Have…. Who Has?
Writing Scaffolds
• Answer plans
• Cloze paragraphs/framed writing
• Graphic organizers
• Quickwrites
• Double entry journals