Apples or Oranges? - PowerPoint Presentation

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

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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...Slide39
Slide40

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