differentiated instruction for saturday1a
TRANSCRIPT
DIFFERENTIATED INSTRUCTION
Essential Question
How do we support our students to achieve the highest level of listening, speaking, reading, writing, and critical thinking in our target language?
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You are already doing it!
Each time you provide a student with extra help, more time, or a modified assignment, you are differentiating instruction. All good teachers, whether they realize it or not, differentiate to some degree.
Diane Heacox
Backwards PlanningStep 1: Determine Lesson & CA State Content StandardsIdentify CONTENT: What do the students need to know?
Step 2: Understand the MaterialsPreview text and instructional resources
Step 3: Determine the OutcomeWrite a teacher’s working thesis Design a focus questionDevelop rubric or other form of scoring guide
Step 5: Instruction, Learning, PracticeReading and writing strategies Oral language and critical thinking skills developmentContent Acquisition
Step 6: Administer the AssessmentHave students complete the assessmentUse the rubricProvide feedback
Step 7: Analyze the DataAnalyze student work to plan instructionDo protocol with colleaguesRevise or re-teach as neededRevise unit for future use
Model InstructionGuided practiceIndependent Practice
UC Berkeley History-Social Science Project, [email protected]
Step 4: Identify Challenges of Understanding of ContentDetermine sentence and passage level strategies for unlocking text and contentDetermine writing strategies for answering focus question
Differentiated Instruction Defined
In an effective differentiated classroom, one lesson is taught to the entire class while meeting the needs of each individual child.
Differentiated Instruction is NOT
Giving advanced students extra work Having low performing students do
less work or “easier assignments” Giving different assessments to
different ability students Making multiple lesson plans for each
class Using a particular strategy such as
centers or tiered assignments
Differentiated Instruction IS
Varied approaches to content, process and product in response to student differences in readiness, interests, and learning profile.
Choices!!!!!!
Content
What a student should know, understand and be able to do as a result of instruction in the lesson — the input.
Process
Activities designed to help the student “make sense of” or “own” the content.
Product
How the student will demonstrate what he/she knows, understands and is able to do — the output.
Differentiate What?
Refers to the curricular element the teacher has modified in response to learner needs.ContentProcessProduct
Differentiate How?
Refers to the student trait to which the differentiation responds.ReadinessInterestLearning Profile
Why Differentiate?
Addresses the teacher’s reason for modifying the learning experience.AccessAchievement
Key Principles of Differentiation
1. All students participate in rigorous content.
2. Students and teachers are collaborators in learning.
3. Goals are individual growth and success.
4. Flexibility is the centerpiece of a differentiated classroom.
Begin Slowly… Just Begin
LOW-PREP Guided instruction Choices of books Homework options Reading buddies Anchor options Think-pair-share
by readiness Flexible grouping
HIGH-PREP Tiered activities Independent work Alternative
assessments Learning contracts Stations, centers Compacting Interest groups
Tiered Activities
Tiered Lessons
They being with a presentation of a skill or concept to the whole class, but at different levels of complexity, abstractness and open-endedness.
After that students are put into small groups.
Students are allowed different pathways to understand the concept. Based on students’ interests, readiness, or learning profiles.
Ways to tier a lesson
By outcome By process
-variety of assignment choices By product
-grouped by learning preference-same set of rubrics, equal effort, appropriately challenging
By resources-materials are chosen at various levels and complexity of content
Making levels less obvious
Color coding Enthusiastic about every group Turns introducing levels Activities that are equally:
-Interesting and motivating-Active-Time consuming
Tiered Assessments
Comparable in terms of time and effort
Options should allow for a variety of learning styles, interests, prior knowledge, and readiness.
DI assessments. Fair = equal?
I hear and I forget.
I see and I remember.
I do and I understand.
Chinese Proverb