South O’BrienSouth O’BrienSouth O’BrienSouth O’Brien

Differentiated Instruction

February 15, 2008

Differentiated Instruction

February 15, 2008

Activating Background Knowledge

Graphic Organizers . . . Physical Models . . . Mental Pictures . . . Pictures/Pictographs . . . Kinesthetic

Activity . . . RAFT . . . Curriculum Compacting . . . Learning Contracts . . . Tiered Instruction . . . Learning/Interest Centers . . . Web Quests . . . Assignment Menus . . . Etc.

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Quality Curriculum

Respectful Tasks

Flexible

Grouping

Assessment for Instruct

ion

Building Community

Teachers can differentiate through

Content Process ProductAffect/

Environment

According to students’

Readiness Interest Learning Profile

Through a variety of instructional strategies such as:

Graphic Organizers . . . Physical Models . . . Mental Pictures . . . Pictures/Pictographs . . . Kinesthetic

Activity . . . RAFT . . . Curriculum Compacting . . . Learning Contracts . . . Tiered Instruction . . . Learning/Interest Centers . . . Web Quests . . . Assignment Menus . . . Etc.

Frayer ModelFrayer ModelFrayer ModelFrayer Model

Concept

Definition Essential Characteristics

Examples Non-examples

Sample Tiered LessonsSample Tiered LessonsSample Tiered LessonsSample Tiered Lessons

South O’Brien DI TeamSouth O’Brien DI Team

BREAKBREAKBREAKBREAK15 Minutes15 Minutes

So, how did it go?So, how did it go?

Small Group SharingSmall Group Sharing

In your small groups . . .

In your small groups . . .

»Share one lesson that you remodeled and then implemented in the classroom.

»Make sure to share the learning goals (KUD) of the lesson and how it was differentiated.

»How did the students respond?»What were your perceptions of the lesson?

»Share one lesson that you remodeled and then implemented in the classroom.

»Make sure to share the learning goals (KUD) of the lesson and how it was differentiated.

»How did the students respond?»What were your perceptions of the lesson?

Large Group DebriefLarge Group Debrief

»What were the similarities between your lessons?

»Differences?

»What were the similarities between your lessons?

»Differences?

LUNCHLUNCHLUNCHLUNCH

We will start again at 12:15 p.m.

We will start again at 12:15 p.m.

While you eat, discuss with your lunch mates the similarities and differences in the lessons shared in your small group.

Chapter 13 JigsawChapter 13 Jigsaw

Lessons Using Differentiated

Products

Lessons Using Differentiated

Products»Base groups decide which lesson each member will attend, send at least one person to each lesson»Gift of the Magi»The Necklace»The Lady and the Tiger

»Base groups decide which lesson each member will attend, send at least one person to each lesson»Gift of the Magi»The Necklace»The Lady and the Tiger

Lessons Using Differentiated

Products

Lessons Using Differentiated

Products

»Each group member will report back to their base group about the lesson and strategies they experienced

»Each group member will report back to their base group about the lesson and strategies they experienced

Tools to help Tools to help differentiate productsdifferentiate products

Tools to help Tools to help differentiate productsdifferentiate products

Lets take a RAFT . . .Lets take a RAFT . . .

»R - Role»A - Audience»F - Format»T - Topic

»R - Role»A - Audience»F - Format»T - Topic

Accounting IAccounting I» Students will:» Know:»assets, liabilities, owner’s equity and how they fit in the accounting equation.

» Understand:»the significance of the balance sheet.

» Be Able to:»complete a balance sheet and explain what the results mean.

» Students will:» Know:»assets, liabilities, owner’s equity and how they fit in the accounting equation.

» Understand:»the significance of the balance sheet.

» Be Able to:»complete a balance sheet and explain what the results mean.

Accounting IAccounting IRole Audience Format Topic

Potential Investor

CEO Interview questions

Balance Statement

CPA Board of Directors

Multi-media Presentation

How to keep the business in the black

Small business owner

Local Banker Persuasive speech

Why you should be

eligible for a loan

Other ToolsOther Tools

»Think-Tac-Toe/Choice Boards

»Matrix Plan»Totally Ten»Learning Contracts»Product Criteria Cards»Styles Integration Chart

»Think-Tac-Toe/Choice Boards

»Matrix Plan»Totally Ten»Learning Contracts»Product Criteria Cards»Styles Integration Chart

Work-timeWork-timeWork-timeWork-timePlan a lesson

differentiated by product Plan a lesson

differentiated by product

ClosureClosureClosureClosure

Assignment for next time:Assignment for next time: