Presentation on theme: "Differentiated Instruction"— Presentation transcript
Slide1
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. Slide8Slide9
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
?
Slide10
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
•Slide17
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
Slide20
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
Slide24
Next Steps!What differentiation strategies will you implement in your classrooms? Turn and talk to your table.
