Differentiated Instruction - PowerPoint Presentation

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Differentiated InstructionBeginning Teacher SymposiumWCUAugust 14, 2013Kristin Menickellikmenickelli@jcpsmail.orgSlide2

This is the value of the teacher, who looks at a face and says there's something behind that and I want to reach that person, I want to influence that person, I want to encourage that person, I want to enrich, I want to call out that person who is behind that face, behind that color, behind that language, behind that tradition, behind that culture. I believe you can do it. I know what was done for me. —Maya AngelouSlide3

Objectives Participants will:Gain a deeper understanding of why (as a philosophy) and how

to differentiate (what to do) instruction.

Brainstorm ideas and plan using differentiation strategies.

Share suggestions for effectively implementing differentiation in the classroom.Slide4

Qualities of Effective TeachersThe following are some of the key qualities of effective teachers: Have formal teacher preparation training.Hold certification of some kind (standard, alternative, or provisional) and are certified within their fields.Have taught for at least three years.Are caring, fair, and respectful.Hold high expectations for themselves and their students.Dedicate extra time to instructional preparation and reflection.Maximize instructional time via effective classroom management and organization.Enhance instruction by varying instructional strategies, activities, and assignments

.

Present content to students in a

meaningful

way that

fosters

understanding.

Monitor students' learning by utilizing

pre

- and

post assessments,

providing

timely

and

informative

feedback

, and

reteaching

material

to students who did not achieve mastery.

Demonstrate

effectiveness

with

the

ful

l

range

of

student

abilities

in their classrooms, regardless of the academic diversity of the students

.

Linking Teacher Evaluation and Student Learning

by Pamela D. Tucker and James H. StrongeSlide5

What Is Differentiation?A teacher’s response to learner needsResponsive instructionAn approach to teaching that advocated active planning for student differences in classrooms.The philosophy proposes that what we bring to school as learners matters in how we learn Slide6

One Size Doesn’t Fit All“Students differ from one to another in size, shape, and social development. Students also learn differently. Teachers can no longer teach “The Lesson” and hope that everyone gets it.”“Much has been researched and written about classroom climate and the need for a safe, nurturing environment with high challenge and low threat where all learners can thrive.”Everyone needs feedback. Teachers and students need to exchange constant feedback to monitor progress and to adjust learning. It has been said that assessment drives the curriculum. Teachers need pre-assessment tools to plan for learning as well as ongoing assessment tools to use during and after the learning process.After pre-assessment, teachers need to examine the data and adjust the learning based on students’ knowledge, skills, past experiences, preferences and needs. (adjusting, compacting, grouping)Slide7

Discussion Question

What

are the many factors you will take into account as you plan to differentiate

instruction in your classroom

?

Turn and share at your table. Slide8
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Discussion continued… Schools are like airport hubs; student passengers arrive from many different backgrounds for widely divergent destinations. Their particular take offs into adulthood will demand different flight plans (Levine, 2002, p. 336)

What

are the many factors you will take into account as you plan to differentiate

instruction in your classroom

?

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ContentProductEnvironment

According to Students’

Readiness

Interest

Learning

Profile

Teachers Can Differentiate

Adapted from

The Differentiated Classroom: Responding to the Needs of All Learners

(Tomlinson, 1999).

ProcessSlide11

A Side-by-side comparisonTraditionalDifferentiated

Grouping—considerations include

Ability levels and seating arrangements

Student readiness, interest, and learning styles

Reactive to learning or behavioral problems

Proactive to enhance student learning experiences

Instructional Planning and Delivery

Goals and objectives are based primarily on pacing and alignment guides

Goals and objectives are based on student needs

Driven by coverage of textbook(s)

Incorporate multiple resources, including textbook(s)

Primarily whole-class instruction

Utilize a variety of instructional strategies

Lesson designed without knowing your students well

Know students well enough to design instructional units/lessons

Teacher-centered

Student-centered

Skills and factual information presented in isolation

Skills and factual information related to key concepts and themes

Whole-class assignments

Variety of assignments

Often limited to remediation of skills or additional assignments for enrichment

Assignments designed to validate differences and foster self-efficacy of

all

students

Often a variety of activities and worksheets

Allow students to learn how they learn/allow them to show how they process and show their learning

Assessments

A single definition of student success is used

Student success is measured by growth.

Often a single correct answer

Often multiple solutions and perspectives through authentic assessments

Primarily occurs after the instruction

On-going assessments

Used to determine grades

Used to inform next-step instruction

Single form of assessment is often used for whole class

Multiple ways to assessment student masterySlide12

Academic Learning Time (ALT)Academic Learning Time refers to that portion of engaged time that students spend working on tasks at an appropriate level of difficulty for them and experiencing high levels of success (excludes time spent engaging in tasks which are too easy or too difficult). Evidence of success includes answering questions correctly in class and completing assignments with a high degree of accuracy. Academic learning time excludes the time that students make many mistakes or appear to be confused.Review of the Literature on “Time and Learning” The Core Academic Learning Time Group, March 2002Slide13

The Cogs of Differentiated InstructionThe Student Seeks:AffirmationContributionPowerPurposeChallengeThe Teacher Responds:

Invitation

Opportunity

Investment

Persistence

Reflection

Curriculum and Instruction as the Vehicle:

Important

Focused

Engaging

Demanding

ScaffoldedSlide14

Because teachers want to know…How can I meet the needs of all my students?UDL!

UNIVERSAL DESIGN FOR LEARNING

A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learnersSlide15

Universal design for LearningUDL at a GlanceUDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.Slide16

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K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/ “less of” the attribute, and describe the difference.Multiple Means of RepresentationMultiple Means of Action/ExpressionMultiple Means of Engagement

Best Bug Parade

by Stuart J. Murhy

Comparing teddy bears

Comparing rubber snakes or bugs

Label cards with snakes or bugs

Caterpillar line-up

MD Task 1a with

U

nifix cube trains

Modeling with

students

Class search-what is longer than___?

Group poster project-what is shorter or longer than___?

What

Why

HowSlide18

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.Multiple Means of RepresentationMultiple Means of Action/ExpressionMultiple Means of Engagement

Spaghetti and Meatballs for All

by Marilyn Burns

Modeling with color tiles

“A New Pool for Noah” or “Mrs. Burk Perimeter Rap” on Teacher Tube

Chalkboard Splash

Role play/act out area and perimeter

Room Blueprint Design

Design and produce own videos

“Flower Bed Challenge” or other real-world purpose

What

Why

HowSlide19

Differentiation StrategiesAll strategies are aligned with instructional goals and objectives.Specific strategy selection based on Focus of instruction

Focus of differentiation

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Assessment in the Differentiated ClassroomOngoingInstruction-dependentStudent-dependentInformative for continuedinstructionSlide21

Tips for Implementing Differentiated Instruction: Your ClassroomGet to know your studentsStart slowlyOne subject/one techniqueOrganize your classroom space.Slide22

Teacher

Station 1

Teacher Station 2

Group

Assignments

Schedule

Inboxes

BookshelfSlide23

Where Do I Go From Here?Resources CollaborationPBS Teacherline

http

://www.pbs.org/teachers

Project Based Learning

http://www.bie.org/

Assessment

:

Curriculum-based measurement

www.studentprogress.org

Curriculum and Instruction

UDL

http

://www.cast.org/udl/

A-Z Integrate to Differentiate

http://farr-integratingit.net/Trainings/Differentiate/strategies.htm Gradual Release of Responsibility Modelhttp://reading.ecb.org/teacher/downloads.html

21

st

Century 

Understanding Digital Children

http://edorigami.wikispaces.com/Understanding+Digital+Children+-+Ian+Jukes

http://www.youtube.com/watch?v=ecFizWZgIiA

Infographics

http://blog.web20classroom.org/2012/04/tools-and-resources-for-creating.html

MI For Example Interpersonal

http://www.glogster.com/

Graphics

http://www.educatorstechnology.com/search/label/blooms%20taxonomy

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Next Steps!What differentiation strategies will you implement in your classrooms? Turn and talk to your table.