DIFFERENTIATED INSTRUCTION: - PowerPoint Presentation

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DIFFERENTIATED INSTRUCTION:

REACHING ALL CHILDREN IN THE CLASSROOM

Tempest G. LeakeSlide2

Our Objectives

Understand the model for Differentiated InstructionDiscover strategies to differentiate a lesson based on student interest

Create a differentiated lesson and discuss building a differentiated classroomSlide3

“

Differentiated instruction is a

teaching philosophy

based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students

’

varying readiness levels, learning preferences, and interests.”Carol Ann Tomlinson

What is Differentiated Instruction?Slide4

Challenges

I Long to return to the Good Old DaysI thought I was differentiatingI teach the way I was taught

I don’t know howI have too much content to coverI’m good at lecturing

I can’t see how I would grade all those different assignments

Kathie F.

Nunley

, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.Slide5

Challenges

I thought differentiation was for the elementary school

I subscribe to ability groupingI have real logistic issues

I want my classroom under control

I don’t know how to measure my student’s learning styles

I have neither the time nor the funding for all that

Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.Slide6

Challenges

I’ve been teaching this way for years and it works

There’s no support for it at my schoolMy district requires me to follow a prescribed text

Parents expect lecture format in high school for college prep

The bottom line – if they are learning, you are teaching

Kathie F.

Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.Slide7

What We Expect From You

Characteristics of Successful Teachers of Differentiated InstructionSlide8

Characteristics of Successful Teachers of Differentiated Instruction:

Rick

Wormeli: “Meet Me in the Middle”

Risk Taking

–

“We should not be afraid to innovate, experiment, confront, dump “sacred” lessons, or reach out to others in an effort to improve our practice.”Slide9

Characteristics of Successful Teachers of Differentiated Instruction:

Rick Wormeli

: “Meet Me in the Middle”

Empathetic

–

“

Try to experience the lesson from the perspective of your student.” Slide10

Characteristics of Successful Teachers of Differentiated Instruction:

Rick Wormeli: “Meet Me in the Middle”

Organized

–

“

Organization helps us be more creative, flexible, impulsive and confident.”Slide11

Characteristics of Successful Teachers of Differentiated Instruction:

Rick Wormeli: “Meet Me in the Middle”

Tenacious

–

“They set rigorous goals and show students how to reach them. They know that hard work is motivating as long as students consider it important.”Slide12

Characteristics of Successful Teachers of Differentiated Instruction:

Rick Wormeli: “Meet Me in the Middle”

Fleet of Foot

–

“

Teachers who use differentiated instruction effectively take whatever steps are necessary to make ideas clear to their students

.”Slide13

Characteristics of Successful Teachers of Differentiated Instruction:

Rick Wormeli: “Meet Me in the Middle”

Resourceful

–

“Such teachers have an ever-ending repertoire of instructional strategies. They are aware of the differences in learners and they know how to engage them. They never stop looking for new ideas….”Slide14

Characteristics of Successful Teachers of Differentiated Instruction:

Rick Wormeli: “Meet Me in the Middle”

Able to Collaborate

–

“

They know they make better decisions in collaboration with others than they would if they acted alone.”Slide15

Think 7 to Differentiate Instruction

By addressing student

You can differentiate the

Content

Readiness

Process

Product

Learning Profile

Interests/Passion

Learning

EnvironmentSlide16

Based on the student’s

Readiness

How students perform

in your class, such

as their reading ability,

pace of learning,

dependence on the teacher,

or independence, ….

Interests

Passions

What does the student enjoy?

Learning Profile

What learning preference does

the student have?

Auditory, visual, kinesthetic?

Multiple Intelligence preference(s)?Slide17

Content: What students learn

We might differentiate the

Process/Activities: Six Thinking Hats®

Strategies through which students process, or make sense of, understandings

and skills

Products: Multiple Intelligences/SMART Choices

–

Tic Tac Toe Menu

How students demonstrate and extend what they have learned

Learning Environment: Varied resources and flexible grouping structuresSlide18

PRIOR KNOWLEDGE/READINESS:

The Value of Pre-Assessment... Textbook Pretest

Student/Teacher Conference - as short as a 5 minute talkK-N-W Chart - What do I Know, Need to know & Want to knowJournal - Write what you know about...

List - If I say ... What does it make you think of?

Concept Map...

Student Reflection

~You can’t figure out what to teach ’em if you don’t know ’em!Slide19

STRATEGIES

RAFTsDinner MenuTiered ActivitiesCubingBINGOTic-Tac-ToeSlide20

RAFT

assignments encourage students to uncover their own voices and formats for presenting their ideas about content information they are studying.  Students learn to respond to writing prompts that require them to think about various perspectives:Role of the Writer: Who are you as the writer? A movie star? The President? A plant?Audience:

To whom are you writing? A senator?  Yourself? A company?Format: In what format are you writing? A diary entry? A newspaper?  A love letter?Topic:

What are you writing about?

Santa, C., Havens, L., & Valdes, B. (2004).

Project CRISS: Creating Independence through Student-owned Strategies. Dubuque, IA: Kendall Hunt.Dean, Deborah. 2006. Strategic Writing: The Writing Process and Beyond in the Secondary English Classroom. Urbana, IL: NCTE.Slide21
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R.A.F.T.(S). Prompts

Imagine that you are Goldilocks’ mother. Explain in a note to Goldilocks

the importance of using good manners as she prepares to venture out for the day.

1. Identify the:

Role Format

Audience Topic

2. Write a short note to GoldilocksSlide23

Entrée (Select One)

Draw a picture that shows what happens during photosynthesis.

Write two paragraphs about what happens during photosynthesis.

Create a rap that explains what happens during photosynthesis.

Dinner

Menu – Photosynthesis

Appetizer (Everyone Shares)

Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two)

Define respiration, in writing.

Compare photosynthesis to respiration using a Venn Diagram.

Write a journal entry from the point of view of a green plant.

With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.

Dessert (Optional)

Create a test to assess the teacher’s knowledge of photosynthesis.

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Tiered Activities

Tiered Instruction features:Whole group introduction and initial instructionIdentification of developmental differences

Ladder Analogy (bottom – up; challenge/complexity)Increase or Decrease the:Abstraction/Challenge Levels (

ie

. application, analysis & synthesis)

Extent of Support

Complexity of:outcomes resources (reading levels, types of text [on-line, magazine, etc…], based on prior-knowledge levels)processes (way in which students obtain information)products (M.I. products)Slide25

Tiered Assignment~ Middle School Unit: DinosaursObjective: In their study of dinosaurs, the students will be able to research and identify various theories of dinosaur extinction.

Task 1 - After researching and identifying various theories of dinosaur extinction, students will be able to create their own theory and draw a picture or diagram illustrating that theory.

Task 2 -

After researching and identifying various theories of dinosaur extinction, students will be able to create a visual representation of their theory (i.e. diorama, timeline, or three dimensional model).

Task 3 -

After researching and identifying various theories of dinosaur extinction, students will be able to create a visual representation of their theory and defend their theory during a class debate. 25Slide26

Student Choice Boards

Enable students to choose learning activities that are designed by the teacherCan be used in any subject area and enhanced with nonlinguistic representationSlide27

WRITING  

B I N G O

  Recipe

 Thank you note   Letter to the editor  Movie, theater, or concert review  Rules for a game  Invitation  E-mail request for information  Letter to a relative or friend  Short story 

Skit or scene

Interview

Newspaper article

FREE:

Your Choice:

Advertisement

Public service message

Cartoon strip or movie story board

Poem

Greeting card

Text message to a friend

Proposal to improve something

Journal entries

Design for a Web page

 Bookmark  

Book jacket  Book reviewSlide28

Think

Tac ToeAncient Civilizations – Grade 6

As an ancient mapmaker, you are commissioned to create a map of your land including all natural land forms, a compass rose and a scale. Also find examples of each land form in a modern civilization.

Imagine that you are an ancient citizen who awakens to discover that all water has evaporated. Explain in detail how this would alter your way of life. Also, do this for the town where you live.

Assume you are persuading others to visit your ancient civilization. Design a descriptive, accurate travel brochure. Include both natural and man-made elements that would attract tourists.

You are an ancient scribe. Write and illustrate a thorough description of a famous character from each time period being studied. Profile yourself also.

Assume the identity of a famous person from the given time period. Create a journal entry reflecting the ideas, values, and components of daily life for that person & you.

You are a famous sculptor. Create a 3D representation of a well-known leader, god, goddess, or common citizen. Include a museum exhibit card.

Written language is an essential part of everyday life. Your task is to create an alphabet. Include a translation into modern English, a written description of the language development a & a 3D artifact of the new language.

Recreate in 3D form a famous work of architecture from your time period. Compare and contrast this piece to one piece of modern day architecture. Find one example of this architecture’s presence in modern day society.

Find a way to explain and show the importance of music and the arts to your culture. Also show at least 2 examples with roots in our time.

CONTRIBUTIONS

IMPORTANT PEOPLE

GEOGRAPHY

Charles Kyle & Kathy Reed * IllinoisSlide29

Fractions Choice Board

Learning Goals: Students will…KNOW: Fractions show parts of a whole and can be expressed numerically.

UNDERSTAND: Fractions represent equal sized portions or fair shares.

Be able to DO: Use different materials to demonstrate what the fraction looks like.

Turville, J. (2007)

Differentiating by Student InterestSlide30
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Insects Choice Board

Learning Goals: Students will…KNOW: The characteristics of insects.

UNDERSTAND: Insects have particular characteristics and parts and are different from other kinds of bugs.Be able to DO: Create a product that demonstrates an understanding of characteristics that are particular to insects.

Turville, J. (2007)

Differentiating by Student InterestSlide32
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Considerations for Planning a

Differentiated LessonIdentify the student learning target/s that ALL students must reach

Decide WHAT you will differentiate and WHAT

assessment method(s) you will use

Decide

HOW

you will differentiate your instruction and assessment methods