Presentation on theme: "+ Differentiation Basics in the World Language Classroom October 7, 2011."— Presentation transcript:
+ Differentiation Basics in the World Language Classroom October 7, 2011
+ Curriculum Facilitator – Waukee Community Schools Twitter: @StephWilson78 firstname.lastname@example.org Differentiation Wiki: http://differentiationwaukee.pbworks.co m
+ Objectives To come to a common understanding of the basics of differentiation To understand what differentiation is and is not To understand the different ways/formats to differentiate To understand our personal mindset related to differentiation To relate this information to the World Language classroom
+ Goals and Purposes Two Goals of Differentiation 1. Do whatever it takes to maximize student learning. 2. Prepare students to handle anything in present and future lives. Purpose of Differentiation To push for all students to achieve mastery – not necessarily at the same time or pace.
+ The Basics A teaching theory and process Instruction should be adapted to individual students to meet readiness level, interests, and learning styles Allows students option when learning new ideas and concepts Requires teachers to be flexible with time and groupings
+ The Principles Teacher should differentiate what students learn, how students learn, and when students learn Teacher focuses on essential skills and concepts that match standards and benchmarks Teacher knows students well and work with their differences Teachers modify practices based on data
+ The Principles Students do respectful, meaningful, and appropriate work Teachers and students work together for successful learning Assessment and instruction are used together Teacher can modify content, process, or product Discuss: How do these principles relate to the World Language classroom? How might they be different from a core subject area?
(is a teacher’s response to learner’s needs) Principles of Differentiation Quality Curriculum Flexible Grouping Clearly defined what a student should know, understand, and be able to do Tasks that challenge students and are relevant Data is used to make instructional decisions Respectful Tasks Assessment for Instruction Groups that change regularly based on data and needs of students
(is a teacher’s response to learner’s needs) Teachers can differentiate ContentProductProcess what a student should know, understand, and be able to do as a result of the study activities designed to help the student make sense of or “own” the content how the student will demonstrate and extend what she has come to know, understand, and be able to do What?How?Why?
(is a teacher’s response to a learner’s needs) Teachers can differentiate ContentProductProcess schema skill understanding passions hobbies learning style preferred intelligence grouping preferences environmental preferences ReadinessInterestsLearning Profile According to students’
Teachers can differentiate through Content Product Process LearningEnvironment According to students’ Readiness Interest Learning Profile Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Quality curriculum Respectful tasks Flexible grouping Assessment to inform instruction Building community Through a variety of instructional strategies such as: multiple intelligences varied supplementary materials small-group instruction learninginterest centers jigsaw literature circles group investigation learninginterest groups taped material tiered lessons orbitals varied homework anchor activities tiered centers independent study compacting varying organizers tiered products 4MAT varied journal prompts varied texts learning contracts varied questioning strategies complex instruction RAFTS graphic organizers scaffolding reading cubing Think-tac-toe intelligence preferences Web Quests & web inquiry independent studies Affect
What’s the point of differentiating in these different ways? Readiness Growth Interest Motivation Learning Profile Efficiency Affect Engagement
+ “Great teachers do what is fair (developmentally appropriate), and what is fair isn’t always equal.” Differentiation: From Planning to Practice, Grades 6-12. Copyright 2007. Rick Wormeli. Stenhouse Publishers