differentiated instruction august 2013. super sleuth directions: walk around the room and find...
TRANSCRIPT
Differentiated Differentiated Instruction Instruction
August 2013
Super Sleuth Super Sleuth Directions: Walk around the room and find
someone to respond to the questions on your Super Sleuth paper. After a verbal answer the person will initial the square.
Rules: - A person can only answer and initial one
square. - The goals are to activate prior knowledge
and to meet new people with new ideas.
Super Sleuth Super Sleuth
What is your definition of
differentiated instruction?Give an example of when you
have used DI?What is something you would
like to learn about DI?
When do you use small group instruction?
Differentiation means as many lesson plans as you have
students. Agree?
How do you discover how your students learn?
What is one way you can form groups in your classroom?
What are some quick on-going assessmentsin your class?
Are DI and assessment related?
Differentiated Instruction in Differentiated Instruction in
the Elementary Yearsthe Elementary Years
“Differentiating in elementary classrooms means that teachers proactively engage learners where they are, recognizing that an elementary classroom is a mixed bag of readiness levels, interests, and learning preferences.” (Carol Tomlinson)
“Teachers in all classes and in all grades should be committed to every child learning new things in school and making achievement gains on an ongoing basis” (Julia Link Roberts)
The Rationale for The Rationale for
Differentiated InstructionDifferentiated Instruction Different levels of readiness
Different Interests
Different Cognitive Needs
COUNT THE F’S
FEATURE FILMS ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS
One-Size-Fits-One-Size-Fits-ALL?ALL?
You’ve Got to Be You’ve Got to Be Kidding!Kidding!
“Strategies for Differentiating Instruction“Strategies for Differentiating Instructionbest practices for the classroombest practices for the classroomBy Julia Roberts &Tracy Inman By Julia Roberts &Tracy Inman
Looking for Respect in Looking for Respect in All the Right PlacesAll the Right Places
Differentiation Is …Differentiation Is …• Student Centered
• Best practices
• Different approaches
• 3 or 4 different activities
• Multiple approaches to content, process, and product
• A way of thinking and planning
• Flexible grouping
Differentiation Isn’tDifferentiation Isn’t• One Thing
• A Program
• The Goal
• Hard questions for some and easy for others
• 35 different plans for one classroom
• A chaotic classroom
• Just homogenous grouping
So How Do I Differentiate?So How Do I Differentiate?
You can start by differentiating Content Process Product
according to a student’s
Readiness Interests Learning Profile
through a variety of instructional and management strategies.
PlanningPlanning
Ask yourself:
What do I want students to know ?
What do I want students to understand ?
What do I want students to be able to do ?
Looking for Respect in Looking for Respect in All the Right PlacesAll the Right Places
Key ElementsKey Elements Classroom differentiation should•have clearly defined instructional purpose,•focus key understandings,•ensures students will have to understand (not just repeat) the idea,•help students relate new understandings and skills to previous ones, and•match a student’s readiness level.
VideoVideohttp://www.differentiationcentral.com/videos.html
First StepFirst Step Pre assessmentoFind out where your students are in their understanding of the topicoA few strategies: K-W-L charts general discussions pre-tests (not multiple choice) Think Pair & Share Super Sleuths Stoplight questions
Tiered AssignmentsTiered Assignments• “Meat and Potatoes” of differentiated
assignments
• A differentiation strategy that addresses a particular standard, key concept, and essential understanding, but allows several pathways for students to arrive at an understanding of these components, based on student’s readiness, interests, or learning profiles .
• Various levels
Looking for Respect in Looking for Respect in All the Right PlacesAll the Right Places
In Summary….. In Summary…..
What is fair isn’t always equal…
and
Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone
““Muddiest Point”Muddiest Point”
or or
Exit CardExit Card
BibliographyBibliographyRoberts, Julia L. & Boggess, Julia Roberts. Teacher’s Survival Guide: Gifted
Education, Prufrock Press,2011.
Roberts, Julia L. & Inman, Tracy. Strategies for Differentiating Instruction, Prufrock Press,2009.
Smutney, Joan Franklin & Fremd, S.E. Vond. Differentiating for the Young Gifted Child, Corwin Press, 2010.
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1999.
Tomlinson, Carol Ann. Differentiation in Practice K-5, Alexandria, VA: ASCD. 2003.
Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.