differentiated instruction presenter: ilene cloughley/ supervisor of special services pk-6

Differentiated Instruction

Presenter: Ilene Cloughley/

Supervisor of Special Services PK-6

Article Review 3-2-1 Protocol

What are 3 things you learned ?What are 2 things you found interesting?

What is 1 question you still have?

Read article independentlyTake notes on questions aboveDiscuss in groups of three Create a visual to represent your answers

DifferentiatedInstruction

Learner Objectives

Become familiar with vocabulary related to differentiated instruction.

Understand basic principles of differentiating content, process, and product in an academically diverse classroom.

Be able to implement one or more instructional strategies that support differentiation.

Students come to us with a variety of:

The biggest mistake of past centuries inteaching has been to treat all children as ifthey were variants of the same individualand thus to feel justified in teaching them

all the same subjects in the same way.-Howard Gardner

Let’s take a look at the instructionalstrategies we typically use in our

classrooms and see how they effect ourstudents’ memory retention rates

Effective Instructional Strategies

Practice by doingDemonstrationTeach another

Audio visualsDiscussion

Reading Lecture

Rank the strategies from least effective to most effective.

Least Effective

Most Effective

Effective Instructional Strategies

Practice by doingDemonstrationTeach another

Audio visualsDiscussion

Reading Lecture

Rank the strategies from least effective to most effective.

Least Effective

Most Effective

Effective Instructional Strategies

Practice by doingDemonstrationTeach another

Audio visualsDiscussion

Reading Lecture

Least Effective

Most Effective

So now you have a classroom of diverselearners… and you know that some of

our past teaching strategies are notgoing to be effective with them…So,

the million dollar question is

How do you successfully meet the needs of the diverse learners in your classroom?

Differentiating Instruction

Differentiated Instruction is:

• A set of unique decisions the educator makes to bring learning within the grasp of all students – On level– Below level– Above level

Ways to Differentiated a Classroom

Ways to Differentiate

What is taught

How it is taught

How learning is assessed

Video Sample

• Video 1- Content Process Product Review• Video 2-Pre-K/K Number Sense – Learning

Styles

Low Prep vs. High PrepLOW PREP-Homework Options-Tiered Products-Think Pair Share-Anchor Activities-Multiple levels of questioning (Bloom’s)

HIGH PREPTiered LessonsThink Tac ToeMake a 10Graphic OrganizersExit CardsRAFTLiterature CirclesContent Menus

Anchor Activities

• Provide meaningful work for students when they finish an assignment.

• When they first enter the room and are unsure as to what they should be doing

• When they are stumped and are waiting for your assistance

Sample Anchor Activities

• Accelerated Reader• Math Facts in a Flash• Vocabulary work• Journals• Test prep activities• Spelling practice• Get in Shape• Literature packets

Exit Cards

• Used to gather information on student readiness levels, interest levels, or learning profiles. They can also be used as quick assessments.

• Once completed, the teacher reviews and separates the cards into future instructional or interest groups.

Exit Card 3-2-1 Summarizer

• After reading over my rough draft…3 revisions I can make to improve my draft

---

2 resources I can use to help improve my draft--

1 thing I really like about my first draft-

Happy as a clam is an example of a:Simile Metaphor

Explain the difference between a simile and a metaphor. Provide 2 examples of each.

Differentiated by readiness

• Tiered Assignment for “The Wolf’s Stew”– Students will sequence events using tiered

assignment• Story segments are color coded• Story segments are chunked in larger segments• Select segments are numbered

Activity-Readiness

Activity – Choice/Readiness

• Menus-Readiness• RAFT-Choice• Perfect 10-Readiness/Choice

Think Tac ToeComplete a character analysis for the main character of your story

Complete a character report card

Name and draw a person who is like the character from the book

Build a miniature stage setting for your story

Draw a picture describing at least 3 settings for your story

Make up a limerick about the setting of your story

Use a sequence chart or timeline to describe at least 7 important events from your story

Write a new beginning or ending to your story

Make a game board about your story including key events (in order)

Think Tac Toe boards give a student choice in how they demonstrate their understanding of a given topic. Activities may also be assigned by readiness.

Cubing

• A cube consists of 6 commands-one on each of it’s 6 faces- prompting the student on directions for how to complete a specific task.– Readiness– Interest level

3 things you learned

2 ideas you would like to further investigate

1 idea you will try in your classroom

3-2-1 Exit Card