Differentiated Instruction

Activating StrategyInstructional Strategy

Summarizing Strategy

Kimberly GriffinEDD 841: Dr. Clay Crowder

TARGET AUDIENCE

• 6TH GRADE SOCIAL STUDIES TEACHERS.

• NEW MIDDLE SCHOOL IN GWINNETT COUNTY

• NOT SURE OF THE LEVEL OF TRAINING ON DIFFERENTIATED INSTRUCTION.

What is “differentiation”?

Differentiation is responsive teaching rather than one size

fits all teaching (Tomlinson, 2005).

Whole Group

Individualized Instruction

Teachers differentiate in response to STUDENT:

Interests

Learning Style

Readiness

Work together as a team to know your students!

When differentiating…

Teachers plan PROACTIVELY!

1. WHAT to teach …CONTENT

2. HOW students learn…PROCESS

3. HOW students show new knowledge…PRODUCT

(Tomlinson, 2003)

Four 6th Grade S.S. StudentsJuan R. (Unique Interest): • Really enjoys social studies and learning about WWI & WWII.• Fascinated with the map and enjoys drawing different regions of the world• Difficulty with vocabulary in social studiesRatisha R. (Low Readiness): • Struggles with reading comprehension.• Enjoys basketball and most sports. • Gets along well with her peers and loves to do small group work. Alvin W. (High Readiness): • Gifted program since 2nd grade & enjoys all subjects.• Performs well in all academic and great leader. Peers like him. • Often in “time-out” because of his outburst. Yareli H. (Learning Preference): • Been in the U.S. since age 6. • Enjoys hands-on projects.• Loves to do projects that allow her to create visually. • Tends to “get it” with pictures, videos clips, or diagrams.

Activating Strategy

“Snowball Fight”

Profiles

Juan R. (Unique Interest): • Really enjoys social studies and learning about WWI & WWII.• Fascinated with the map and enjoys drawing different regions of the world• Difficulty with vocabulary in social studiesRatisha R. (Low Readiness): • Struggles with reading comprehension.• Enjoys basketball and most sports. • Gets along well with her peers and loves to do small group work. Alvin W. (High Readiness): • Gifted program since 2nd grade & enjoys all subjects.• Performs well in all academic and great leader. Peers like him. • Often in “time-out” because of his outburst. Yareli H. (Learning Preference): • Been in the U.S. since age 6. • Enjoys hands-on projects.• Loves to do projects that allow her to create visually. • Tends to “get it” with pictures, videos clips, or diagrams.

Introduction/Scene 1 Scene 2 Scene 3 Scene 4

Scene 5 Scene 6 Scene 7 Conclusion

“Fall of Aztec & Inca Empires”

Instructional StrategyRole PlaysDirections: With your group, create a skit that depicts the fall of one of the early civilizations that we have studied.

You may use your “Fall of Aztec & Inca Empires” PowerPoint notes, Venn diagram, Guided Reading, and pages 593-600 in Journey Across Time (purple textbook). Here are the two options for your skit: If you chose the Aztec civilization, be sure to include Hernan Cortes and Montezuma in your skit. If you chose the Inca civilization, be sure to include Francisco Pizarro and Atahualpa in your skit. Before you get started, your group needs to brainstorm ideas for your skit. Next, fill in the storyboard below with the scenes of your role play. You can choose to either draw your scenes or use words to describe what you are going to do. You will need to show me this so that I can approve your skit

Profiles

Juan R. (Unique Interest): • Really enjoys social studies and learning about WWI & WWII.• Fascinated with the map and enjoys drawing different regions of the

world• Difficulty with vocabulary in social studiesRatisha R. (Low Readiness): • Struggles with reading comprehension.• Enjoys basketball and most sports. • Gets along well with her peers and loves to do small group work. Alvin W. (High Readiness): • Gifted program since 2nd grade & enjoys all subjects.• Performs well in all academic and great leader. Peers like him. • Often in “time-out” because of his outburst. Yareli H. (Learning Preference): • Been in the U.S. since age 6. • Enjoys hands-on projects.• Loves to projects that allow her to create visually. • Tends to “get it” with pictures, videos clips, or diagrams.

Summarizing Strategy

Think – Pair – Share - Write

Think-Pair-Share-Write

• A student listening to a teacher’s lecture

• The same student retelling a classmate what the teacher said

Profiles

Juan R. (Unique Interest): • Really enjoys social studies and learning about WWI & WWII.• Fascinated with the map and enjoys drawing different regions of the world• Difficulty with vocabulary in social studiesRatisha R. (Low Readiness): • Struggles with reading comprehension.• Enjoys basketball and most sports. • Gets along well with her peers and loves to do small group work. Alvin W. (High Readiness): • Gifted program since 2nd grade & enjoys all subjects.• Performs well in all academic and great leader. Peers like him. • Often in “time-out” because of his outburst. Yareli H. (Learning Preference): • Been in the U.S. since age 6. • Enjoys hands-on projects.• Loves to projects that allow her to create visually. • Tends to “get it” with pictures, videos clips, or diagrams.

6 C’s Of ENGAGING ACTIVITIES

CHOICE

COLLABORATIVE/PROBLEM SOLVING

CONNECTION

CHALLENGE

COMMUNICATION

COMPETITION/COMMOTION

Were Students Actively Engaged?

Activating, Instructional, & Summarizing Strategies

• “Snowball Fight”

• Skits: “The Fall of the Aztec and Inca Empires”

• “Think-Pair-Share- Write”

6 C’s Active Engagement

• CHOICE

• COLLABORATIVE/

PROBLEM SOLVING

• CONNECTION

• CHALLENGE

• COMMUNICATION

• COMPETITION/

COMMOTION