why take the leap … …to differentiated instruction? why take the leap … …to differentiated...
TRANSCRIPT
Why take the leap …
…to Differentiated Instruction?
Why take the leap …
…to Differentiated Instruction?
Legal ResponsibilitiesLegal Responsibilities
Teachers are legally responsible to make modifications for students with an Individual Education Plan (IEP) or 504 Plan.
It is your responsibility to check which students have these plans and to know what modifications/accommodations are required.
These modifications need to be met in the regular classroom.
Teachers are legally responsible to make modifications for students with an Individual Education Plan (IEP) or 504 Plan.
It is your responsibility to check which students have these plans and to know what modifications/accommodations are required.
These modifications need to be met in the regular classroom.
Discussion ActivityDiscussion Activity
Turn to page A-1 and read the student’s modifications.
At your table, discuss how you would make these modifications work in your classrooms.
Be prepared to share ideas and questions with the group.
Turn to page A-1 and read the student’s modifications.
At your table, discuss how you would make these modifications work in your classrooms.
Be prepared to share ideas and questions with the group.
Background InformationBackground Information
Each child that enters our classroom is different.
They differ by: Ages Academic Ability Interests Culture
Each child that enters our classroom is different.
They differ by: Ages Academic Ability Interests Culture
What is Differentiated Instruction?What is Differentiated Instruction?
It is:A way of setting up your classroom and
offering instruction so that it fits all of the children’s needs.
A way of thinking about teaching and learning.
Aimed at maximizing each students’ growth by meeting each student where she/he is at and helping the student to progress.
It is:A way of setting up your classroom and
offering instruction so that it fits all of the children’s needs.
A way of thinking about teaching and learning.
Aimed at maximizing each students’ growth by meeting each student where she/he is at and helping the student to progress.
What is Differentiated Instruction is NotWhat is Differentiated Instruction is Not
It is not…
One size fits all approach.
Teaching different things to all students.
It is not…
One size fits all approach.
Teaching different things to all students.
Differentiated Instruction is Rooted in Research! “
Differentiated Instruction is Rooted in Research! “
1. Multiple Intelligences: The Theory in Practice by Howard Gardner
2. Vygotsky’s Zone of Proximal Development.
3. Brain Research: “We know from brain research that students
need to see patterns and make connections”. - Lynn Erikson
1. Multiple Intelligences: The Theory in Practice by Howard Gardner
2. Vygotsky’s Zone of Proximal Development.
3. Brain Research: “We know from brain research that students
need to see patterns and make connections”. - Lynn Erikson
The greatest enemy to understanding is coverage” - Howard Gardner
Patterns …Patterns …
Our brains constantly seek patterns and connections.
By bunching facts into categories or organizing them into around concepts, the brain can make sense out of the information and begin to understand it.
Therefore, to help students see connections and make sense of the curriculum, it should be organized around concepts and principles.
Our brains constantly seek patterns and connections.
By bunching facts into categories or organizing them into around concepts, the brain can make sense out of the information and begin to understand it.
Therefore, to help students see connections and make sense of the curriculum, it should be organized around concepts and principles.
“When we teach by the key concepts and principles, it helps students develop frameworks of meaning.” - Carol Ann Tomlinson
“When we teach by the key concepts and principles, it helps students develop frameworks of meaning.” - Carol Ann Tomlinson
Facts: Are discrete pieces of information that we believe to be true.
Ex: Early American settlers migrated to the west.
Concepts: Are ways of organizing or categorizing things that have something in common.
Ex: Concept of migration is a way of viewing the topic of Westward movement.
Principles: Are the ideas and deeper understanding that give meaning to concepts. “Big
Ideas”Ex: People migrate for a variety of needs.
Therefore: Therefore:
When you are creating a differentiated task, you really aren’t all trying to find something different for each student to do.
What you are trying to do is have all of the students focus on the same big idea or essential understanding … but according to their style, needs, etc.
When you are creating a differentiated task, you really aren’t all trying to find something different for each student to do.
What you are trying to do is have all of the students focus on the same big idea or essential understanding … but according to their style, needs, etc.
“In differentiated classrooms, teachers begin where the students are, not the front of the curriculum guide.”
- Carol Ann Tomlinson
“In differentiated classrooms, teachers begin where the students are, not the front of the curriculum guide.”
- Carol Ann Tomlinson
Teacher is clear about what matters in the content areas.
Teacher understands, appreciates and builds upon the student differences.
Assessment and instruction are inseparable.
All students participate in respectful work.
Teacher is clear about what matters in the content areas.
Teacher understands, appreciates and builds upon the student differences.
Assessment and instruction are inseparable.
All students participate in respectful work.
Students and teachers are collaborators in learning.
Teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.
Goals are maximum growth and continued success.
Flexible is the hallmark of a differentiated classroom.
Students and teachers are collaborators in learning.
Teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.
Goals are maximum growth and continued success.
Flexible is the hallmark of a differentiated classroom.
Discussion Activity Discussion Activity
Turn to page A-2 and take the self-assessment.
Look at the chart on page A-3. How does your classroom compare with those on the chart? What can you do to move toward the differentiated model?
Turn to page A-2 and take the self-assessment.
Look at the chart on page A-3. How does your classroom compare with those on the chart? What can you do to move toward the differentiated model?
Diffe rentiation of I nstruction is a teacher’s response to learners’ needs
guided by general principles of dif f erentiation such as:
respectful tasks f lexible grouping ongoing assessment and adjustment
Teachers can diffe rentiate
Content Process Product
According to students’
Readiness Interests Learning profile
Some Strategies for Differentiation
Assessment & Diagnosis Reading & Study Buddies Flexible Grouping Student/Adult Mentors Tiered Activities Exit Cards Anchor Activities Task Cards Diffe rentiated Student Expert Desks
Learning Centers Three Before Me Curr iculum Compacting Mini Lessons Learning Contracts Multiple Texts Adjusting Questions Interest Surveys Independent Study
Maxi-Strategies Mini-St rategies
Discussion ActivityDiscussion Activity
Read over the chart on page A-4.
What strategies do you already use in your classroom? What strategies can you begin to use right away? How can you move towards providing even more differentiation to meet the needs of every student?
Read over the chart on page A-4.
What strategies do you already use in your classroom? What strategies can you begin to use right away? How can you move towards providing even more differentiation to meet the needs of every student?
On-going Assessment: A Diagnostic Continuum
Feedback and goal setting
Pre-assessment Formative Summative (Finding out) (Keeping track & (Making Sure) Checking Up)
Pre-test I nventory KWL Checklist Observations Self -Evaluation Questioning
Conference Peer evaluation Exit Card Portf olio Check Quiz J ournal Entry Self -evaluation Talk around Observation and Questioning
Unit Test
Performance Task
Product/ Exhibit
Demonstration
Portf olio Review
What can be assessed?What can be assessed?
Readiness: Skills, content, concept knowledge.
Interests: Interest surveys, interest centers, self-selection.
Learning Profile Areas of strength and weakness, work
preferences, self-awareness.
Readiness: Skills, content, concept knowledge.
Interests: Interest surveys, interest centers, self-selection.
Learning Profile Areas of strength and weakness, work
preferences, self-awareness.
Discussion ActivityDiscussion Activity
Look at the Learning Profile Questionnaire (A-5). This is one way to assess your students’ learning style.
The Student Interest Survey (A-6) can help you get to know your students and differentiate by their interests.
Look at the Learning Profile Questionnaire (A-5). This is one way to assess your students’ learning style.
The Student Interest Survey (A-6) can help you get to know your students and differentiate by their interests.
Tiered InstructionTiered Instruction
… is a planning strategy for teachers with mixed ability classrooms.
… teachers can use tiered lessons as a means of assessing different tasks within the same lesson.
… is a planning strategy for teachers with mixed ability classrooms.
… teachers can use tiered lessons as a means of assessing different tasks within the same lesson.
More on tiered lessons …More on tiered lessons …
Tiered lessons allow the teacher to vary tasks according to : Readiness, interest and learning profile.
Tiers are based on knowledge of students through: Pre-assessment, ongoing assessment, and
teacher judgement.
Tiered lessons allow the teacher to vary tasks according to : Readiness, interest and learning profile.
Tiers are based on knowledge of students through: Pre-assessment, ongoing assessment, and
teacher judgement.
What can be tiered?What can be tiered?
Assignments Activities Homework Centers Experiments Writing prompts
Assignments Activities Homework Centers Experiments Writing prompts
Discussion ActivityDiscussion Activity
Look at the elementary and secondary examples of a tiered lesson plan (A-7).
As a group, develop a tiered lesson plan for a concept you cover in your class.
Decide how you will differentiate your lesson - by content, process, or product - by interest, readiness, or learning profile.
Include three levels of instruction, an assessment strategy, and additional modifications.
Look at the elementary and secondary examples of a tiered lesson plan (A-7).
As a group, develop a tiered lesson plan for a concept you cover in your class.
Decide how you will differentiate your lesson - by content, process, or product - by interest, readiness, or learning profile.
Include three levels of instruction, an assessment strategy, and additional modifications.
Creating Multiple Paths f or Learning
READI NESS LEVELS
Key Conceptor Understanding
Struggling BGL On
Level
Highly Able
Anchor ActivitiesAnchor Activities
… are ongoing assignments that students can work on independently throughout a unit, a grading period or longer.
Purpose: To provide meaningful work for students when they finish work.
… are ongoing assignments that students can work on independently throughout a unit, a grading period or longer.
Purpose: To provide meaningful work for students when they finish work.
Some anchor activitiesSome anchor activities
Brain busters Learning Packets Learning/Interest
Centers Vocabulary work Accelerated Reader Investigations Magazine article with
generic activities or questions
Brain busters Learning Packets Learning/Interest
Centers Vocabulary work Accelerated Reader Investigations Magazine article with
generic activities or questions
Listening stations Research questions or
projects Commercial kits and
materials Journals or learning
logs Silent reading
Listening stations Research questions or
projects Commercial kits and
materials Journals or learning
logs Silent reading
Planning for anchor activitiesPlanning for anchor activities
Subject content area
How will you introduce the activity?
How will the activity be managed and monitored?
Subject content area
How will you introduce the activity?
How will the activity be managed and monitored?
Managing and monitoring anchor activitiesManaging and monitoring anchor activities
Points Rubric Checklist Random check Peer review On task behavior Portfolio check Conference Student presentation
Points Rubric Checklist Random check Peer review On task behavior Portfolio check Conference Student presentation
Discussion ActivityDiscussion Activity
Read “Looking Inside Three Classrooms” on page A-8.
As a group, list the evidence of differentiated instruction you see in each class.
Read “Looking Inside Three Classrooms” on page A-8.
As a group, list the evidence of differentiated instruction you see in each class.
Follow-Up ActivitiesFollow-Up Activities
Choose one of the following:
Scenarios - Read the given scenarios (A-9). Select the one that is most appropriate to your teaching context. Write a list of strategies the teacher could consider to meet the needs of all students in his or her class.
Interview - Interview a colleague who uses differentiated instruction in his or her classroom and answer the given questions (A-10).
Choose one of the following:
Scenarios - Read the given scenarios (A-9). Select the one that is most appropriate to your teaching context. Write a list of strategies the teacher could consider to meet the needs of all students in his or her class.
Interview - Interview a colleague who uses differentiated instruction in his or her classroom and answer the given questions (A-10).