differentiated instruction presentation (ppt)

8/13/2019 Differentiated Instruction Presentation (ppt)

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Differentiated InstructionAdapted From:

Kaci Felder, Deirdre Jolivette, Ashley Riley


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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 tomeet new people with new ideas.


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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 groupinstruction?

Differentiation means as manylesson plans as you have students.

Agree?

How do you discover how yourstudents learn?

What is one way you can formgroups in your classroom?

What are some quick on-goingassessmentsin your class?

Are DI and assessment related?


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Why Differentiated Instruction?

Dealing with the

reality of diverse

learners


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Differentiation is classroom practice

that looks eyeball to eyeball with the

reality that kids differ, and the mosteffective teachers do whatever it

takes to hook the whole range of

kids on learning.


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Jigsaw Reading ActivityMapping A Route Toward Differentiated Instruction,C.

Tomlinson, Educational Leadership,57:1, September 1999

Objective:

Participants become experts in one area ofan article relating to Universal Design for

Learning and Differentiated Instruction,

share their expertise, and finish by relating

new information to their current practice.


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Draw a number

Read corresponding numbered section of article

Make notes


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Meet with others who drew the same number to formExpert groups and assign group roles

Work with group members to create a summary thatpresents the critical points of the article section

Come to consensus on what will be presented back toJigsaw groups


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Expert group members return to their Jigsaw groups and

assign group roles

Group members present a summary of their section of the

article

Group members ask clarifying questions until everyone

feels they understand the entire article


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Is a teachers response tolearners needs

Guided by general principles ofdifferentiation, such as

Respectfultasks Flexible

grouping

Ongoing

assessment &

adjustment

Source: The Differentiated Classroom, Tomlinson 1999


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Content Process Product

Readiness Interests LearningProfile

according to students

through a range of instructional andmanagement strategies



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Content:

How do we adjust ormodify the

knowledge and skills

we expect studentsto learn?


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3-Minute Buzz


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Activities:

How do we modify

our teachingstrategies to helpstudents acquire theknowledge and skills

they need?


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ThinkPair - Share


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Products/Assessments:

How do we adjustor modify the way

we assessstudent learning

to better measure

student growth?


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Differentiation of Instruction

Is a teachers response to

learners needs

Guided by general principles of

differentiation, such as


grouping

Ongoingassessment &

adjustment



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Assessment is organic!

Quick, not always recorded for a

grade

Is a tool that directly affects

ongoing plans for instruction

Leads to increased yields in

academic growth


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Is a teachers response to learnersneeds




grouping

Ongoingassessment &

adjustment



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What is meant by Flexible Grouping?

Students move frequently betweengroups as learning objectives change,

as their needs evolve, and as theygain proficiency

Students sometimes work in groupsdefined by interests and/or learningstyles

Teachers sometimes move betweengroups to provide instruction


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Teacher becomes more of afacilitator of knowledge and skills

Removes the negatives and stigma ofstatic groups, i.e. Once a buzzard,always a buzzard syndrome

Students see that they can and willprogress as they learn. Growthbecomes a visible and expected partof the classroom culture


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Back and forth over

time or course of unit

Individual Small Group Whole

Group Small Group

Individual


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Differentiation of Instruction

Is a teachers response to

learners needs




grouping

Ongoingassessment &

adjustment



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Just a sampling of strategies that support

Differentiated Instruction

Multiple Intelligences Tiered Lessons 4-MAT

Jigsaw Tiered Centers Varied questioning strategies

Taped material Tiered Products Interest Centers

Anchor Activities Learning Contracts Interest Groups

Varying Organizers Small Group Instruction Varied Homework

Varied Texts Group Investigation Compacting

Varied Supplementary

Materials

Orbitals Varied Journal Prompts

Literature Circles Independent Study Complex Instruction

Cubing Tiered Assignments Reading Buddies


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Cubing
http://e/powerpoints/CDL%20Powerpoints/Cubing.mpghttp://e/powerpoints/CDL%20Powerpoints/Cubing.mpghttp://e/powerpoints/CDL%20Powerpoints/Cubing.mpg


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Im a secondary teacher. How can

I differentiate?

It can be done!

Anchoring Activities

Adjusting Questions

Tiered Assignments


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What are Anchor Activities?


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1. Tiered Instruction

Changing the level of complexity or required readiness of a

task or unit of study in order to meet the developmental

needs of the students involved.


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Key ConceptOr

Understanding

Those who do notknow the concept

Those with someunderstanding

Those whounderstand the

concept


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Processes, content and

products

Assignments

Homework

Learning stations

Assessments

Writing prompts

Anchor activities

Materials


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Level of complexity

Amount of structure

Pacing

Materials Concrete to abstract

Options based on student interests

Options based on learning styles


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1. Identify the standards, concepts, or generalizations you

want the students to learn.

2. Decide if students have the background necessary to be

successful with the lesson.

3. Assess the students readiness, interests, and learning

profiles.


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4. Create an activity or project that is clearly

focused on the standard, concept or

generalization of the lesson.

5. Adjust the activity to provide different levels ortiers of difficulty that will lead all students to an

understanding.

6. Develop an assessment component for the

lesson. Remember, it is on-going!


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4. Compacting Curriculum

Compacting the curriculum means assessing a

students knowledge and skills, and providing

alternative activities for the student who has already

mastered curriculum content. This can be achieved by

pre-testing basic concepts or using performance

assessment methods. Students demonstrating they

do not require instruction move on to tiered problem

solving activities while others receive instruction.


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Student Centered

Best practices

Different approaches

3 or 4 differentactivities

Multiple approaches to

content, process, and

product

A way of thinking and

planning

Flexible grouping


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One Thing

A Program

The Goal

Hard questions forsome and easy for

others

35 different plans for

one classroom

A chaotic classroom

Just homogenous

grouping


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Appoint a class expert (student)

Have clear, written directions for all activities

Grade judiciously

Schedule quiet days

Post procedure list for early birds

Have sponge/anchoring activities available at all

times and well-known to your class


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1. Present the essential question (5)

2. Think about your answer

individually (5)

3. Pair with a partner and discussyour reflection(s) (10)

4. Share your reflections with thegroup (15)


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They have fewer discipline issues

Student growth is significantly increased

Their interactions with students are more positive andproductive

Even most traditionally reluctant learners become focusedand motivated when appropriately challenging tasks areassigned for them

differentiated instruction presentation (ppt)

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