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