Differentiating Instruction in Social Studies Patricia ShieldsRamsay InPraxis Learning pshieldsramsayinpraxisorg May 4 2010 GreatIm just here to share my ideas Im doing some things but can always use new ideas ID: 536096
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Slide1
Apples or Oranges?
Differentiating Instruction in Social Studies
Patricia Shields-Ramsay
InPraxis Learning
pshieldsramsay@inpraxis.org
May 4 2010Slide2
Great...I’m just here to share my ideas
I’m doing some things but can always use new ideas
I need all the help I can get
how would you rate your comfort level in differentiating your social studies classes?
take a few secondsSlide3
differentiation is a philosophy and teaching approach that…
supports the learning of
ALL
studentsprovides students with
multiple options for taking in information, making sense of ideas and
expressing what they learn (Tomlinson, 2001)
integrates
strategic
assessment,
thoughtful
planning and
targeted
,
flexible
instruction Slide4
what are the critical attributes of differentiated instruction?
Is…
Is not….
take a minute
concept attainment...
Is...
Is not...Slide5
concept attainment…
applies
critical thinking
skillsstarts with
“yes” examples and “no” examplesexamples can be
presented to students in data sets students can
generate
their own examplesSlide6
concept attainment…
share
hypotheses
about what the concept meansdevelop
conclusions about the relevance and importance of the concept to what they are learningthen apply understanding
of the conceptSlide7
what are the critical attributes of differentiated instruction?
take a minuteSlide8
differentiation is…
different styles of
content, process, product
a
blend of whole class, small group, and individual instruction
focused on studentsabout teaching to patternsSlide9
differentiation is not…
just another way to
group kids
expecting less
of struggling learnersa substitute for specialized support
newjust one more thingone
size fits
allSlide10
non-negotiable factors for a differentiated classroom…
a
supportive
learning environment
curriculum that is relevant and meaningful
continuous assessmentflexible groupingrespectful
learning tasks
choice
and
ownershipSlide11
resulting in classrooms in which…
students differ in their
learning profiles
“covering information” takes a
backseat to making meaning out of important ideasSlide12
resulting in classrooms in which…
students are
active
learners, decision-makers and problem solvers
students are not served with a “one-size-fits-all” curriculum and treated as passive recipients of informationSlide13
differentiation
is to social studies curriculum like…
identities
are to
citizenshipmultiple perspectives
are to diversity
take a couple of minutesSlide14
picture booksbirthday analogies
Weblink
:
Pow
! Zap! Wham! Creating Comic Books from Picture Books in Social Studies Classrooms
http://www.quasar.ualberta.ca/css/Css_37_1/FTcomics_in_social_studies.htm A Case for Children’s Literature as a Powerful Teaching Tool
http://www.cla.ca/casl/slic/262socialresponsibilityschoollibraries.html
Slide15
building differentiated instruction in social studies involves…
knowing your students as learners
knowing your stuff – what has to be learned
knowing what you expect of students
knowing the tools and strategies that can help you differentiatestarting with one small step at a timeSlide16
building differentiated instruction in social studies involves…
knowing your students as learners
knowing your stuff – what has to be learned
knowing what you expect of students
knowing the tools and strategies that can help you differentiatestarting with one small step at a timeSlide17
A differentiated classroom is a ‘student centred classroom.’
The emphasis shifts from teacher-directed instruction to a focus on student-centred learning.
Therefore, The role of the teacher is redefined.
key characteristics of a differentiated classroom…
check-inSlide18
individual portfoliosgroup folders
learning logsTILT logs (Things I Learned Today)interactive notebooksSlide19
building differentiated instruction in social studies involves…
knowing your students as learners
knowing your stuff – what has to be learned
knowing what you expect of students
knowing the tools and strategies that can help you differentiatestarting with one small step at a timeSlide20
18676024365911Slide21
18676024365911
you’ve got 10 seconds
record the number from memory!Slide22
try again but think of 3 concepts. . .
Confederation
Minutes…. Hours….Days….
Emergency Slide23
try again but think of 3 concepts. . .
Confederation
Minutes…. Hours….Days….
Emergency
1867
60… 24… 365
911Slide24
“Currently, students are required
to adapt . . . to the prevalentteaching practices, instructional
materials and assessment
instruments.
Those who can’tadapt are viewed as beingdeficient in their ability to learn.”
Marie Carbo, Educating Everybody’s Children
check-inSlide25
The “big ideas” of the curriculum help students connect facts and skills to conceptual frameworks and prior experiences.
They encourage students to recognize and apply familiar ideas and help them build deep understandings through transferring what they learn to new and different contexts.
what is really essential for students to know, understand and do? Slide26
take the ‘big idea’ challenge…
Share one ‘big idea’ that is essential to understanding at the grade level you teach.
take a minuteSlide27
why use big ideas to differentiate social studies curriculum?
clear
expectations
for all
studentsvisibilitycontext that encourages students to
make connections and see relevancestarting point
for
differentiating
instruction
creates
patterns Slide28
building differentiated instruction in social studies involves…
knowing your students as learners
knowing your stuff – what has to be learned
knowing what you expect of students
knowing the tools and strategies that can help you differentiatestarting with one small step at a timeSlide29
why differentiate assessment
differentiated instruction
leads
to differentiated assessment
assessment tools and supports are differentiated to support a diversity of student responses, while maintaining a focus on
learning outcomesSlide30
why differentiate assessment
differentiated assessment informs
differentiated instruction
formative assessment
provides information to make instructional decisions that optimizes the learning of all students
http://www.pd360.com/index.cfm?ContentId=163 Slide31
brainstorm the assessment strategies you would typically use with students in a learning unit…
take a couple of minutesSlide32
sample process to use graphic organizers to facilitate understanding and critical thinking…
create a
placemat
organizer with a groupbrainstorm ideas in an individual section of the
placematghostwalk – visit other groups to get 2 additional ideas
categorize ideas based on “like attributes”create a fishbone chart to organize ideas around the categories
use another
ghostwalk
if students need more helpSlide33
Whole class – Individual
teacher choice – student choice
learning outcomes from program of studies – individual goals
to start to differentiate assessment, consider to what degree your assessment practices will involveSlide34
building differentiated instruction in social studies involves…
knowing your students as learners
knowing your stuff – what has to be learned
knowing what you expect of students
knowing the tools and strategies that can help you differentiatestarting with one small step at a timeSlide35
Noisy
Flexible and responsive
Chaotic
Structured and mechanical
how would you characterize the grouping strategies you use in your social studies classes?
take a few secondsSlide36
Noisy
Flexible and responsive
Chaotic
Structured and mechanical
how would you characterize the grouping strategies you use in your social studies classes?
A “Popcorn” strategy involves students being provided with the opportunity to brainstorm by randomly sharing ideas with no preordained order. And you thought this was called the “Chaos” strategy. Slide37
Using
think-pair-share is shown to increase learning by
50 to 70 percent
.
Using this type of strategy instead of traditional lecture and question and answer structure can boost
student confidence in their ability to learn
and increase
content mastery
.Slide38
Meets individual learning needs of students within a group setting.
Can be anchored by tasks.
Facilitates movement between different grouping options.
Includes whole class groupings that engage students in critical thinking and provides them with motivation to move to the next task.
Not all groups need to be the same size.
Not all groups have to be working on the same task.
Not all students have to stay in the same group throughout a lesson or task.
Not all groups need an equal amount of teacher time.
flexible grouping...Slide39Slide40
anchors can also be a powerful differentiation strategy that can teach independent learning and decision-making and facilitates flexible grouping…
An example of ways that tasks and anchors can be tiered or structured....
http://www.primarysourcelearning.org/teach/best_practices/diff_instruct_bulletin_elem.pdf
and
http://www.primarysourcelearning.org/teach/best_practices/diff_instruct_bulletin_sec.pdfSlide41
instructional approaches...
provide options and choices for students
encourage students to transfer understandings
facilitate cooperative and collaborative learning
allow for scaffolding and learning supportSlide42
instructional approaches...
take a couple of minutes
What is the human activity depicted by the art on this ancient cup?Slide43
a variety of ways to approach planning for differentiation...
using strategies
that you
know work for you and your students
not necessarily always “something new”looking at how you structure instruction
differently
check-inSlide44
building differentiated instruction in social studies involves…
knowing your students as learners
knowing your stuff – what has to be learned
knowing what you expect of students
knowing the tools and strategies that can help you differentiatestarting with one small step at a time