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Differentiated Instruction Introduction. Learning has to do with what the students accomplish.” Harry Wong “Learning has nothing to do with what a teacher.

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Presentation on theme: "Differentiated Instruction Introduction. Learning has to do with what the students accomplish.” Harry Wong “Learning has nothing to do with what a teacher."— Presentation transcript:

1 Differentiated Instruction Introduction

2 Learning has to do with what the students accomplish.” Harry Wong “Learning has nothing to do with what a teacher covers.

3 Professional Learning Communities Outcomes for Participants Align DI with PLC Learning Questions Understand the Importance of DI Define Differentiated Instruction Participants will be able to:

4 Teaching Para-Educator Administration Standards Teaching Standards: Uses strategies to deliver instruction that meets the multiple learning needs of students Selects strategies to engage all students in learning. Uses a variety of methods to monitor student learning. Demonstrates competence in classroom management Differentiated Instruction

5

6 We accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning. PLC Big Idea #1 Focus on Learning

7 To have a mission of learning for all  You must believe all students can learn at high levels  You must take responsibility to ensure that all students learn. Excellence for All

8 4 Learning Questions  What do we want each students to know or be able to do?  How will we know they have learned? What evidence do we have of the learning?  How do we respond when students don’t learn or struggle?  How do we respond to those who have already learned? Student Learning Expectations FormativeAssessment Formative Assessment Differentiation/Enrichment Response to Intervention PyramidofIntervention Pyramid of Intervention Learning Supports 4 Learning Questions

9  What do I need to know?  Where am I now?  How do I get there?  What happens if I struggle or fail? Student Questions

10  What do we want students to know and be able to do?  Standards/Benchmarks (Learning Outcomes)  Classroom SMART goals & SMART targets  How will we know if they can do it?  Formative assessments/cycle  Multiple data sets  Protocol for data analysis (ASW)  How will we respond when they can’t?  Core Instruction  Differentiated Instruction  Enrichment  Pyramid Response to Intervention  Learning Supports

11 Learning Focus Differentiated Classroom Instruction & Assessment Student Engagement Manage ment Culture Differentiate d Classroom Learning Environment +=

12 Management Culture Instruction & Assessment Student Engagement Differentiated Classroom Learning Focus Learning Environment

13 Definition of Differentiated Instruction Differentiated Instruction is an approach that empowers both teachers and students to maximize learning for all by providing multiple pathways for students to take in information, make sense of ideas, and express what they have learned. Carefully crafted instruction responds to individual profiles, interests and readiness by modifying content, process and products. Through DI, teachers take into account who they teach, what they teach, where they teach and how they teach.

14 Definition of Differentiated Instruction  Differentiated Instruction (DI) is an approach that empowers both teachers and students to maximize learning for all by providing multiple pathways for students to take in information, make sense of ideas, and express what they have learned.  Carefully crafted instruction responds to individual profiles, interests and readiness by modifying content, process and products.  Through DI, teachers take into account who they teach, what they teach, where they teach and how they teach.

15 Teachers of effective heterogeneous classrooms recognize the similarities and differences in students and proactively plan for these differences. The basic premise of DI is that students are different.

16 Cassandra Erkens, 2008 Anam Cara Consulting, Inc

17 Differentiated Instruction Continuum Not Differentiated Highly Differentiated Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning “One-Size-Fits-All”

18 Differentiated Instruction Continuum EVERYONE IS ON THE JOURNEY!! Not Differentiated Highly Differentiated Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning “One-Size-Fits-All”

19 Let’s visit a few classrooms …

20 Vicki Barrett’s fifth-grade math class… Case Study 14 Scott Marsh’s fifth graders are also… Read and Discuss: How is each differentiating instruction?

21 Definition of Differentiated Instruction  Differentiated Instruction (DI) is an approach that empowers both teachers and students to maximize learning for all by providing multiple pathways for students to take in information, make sense of ideas, and express what they have learned.  Carefully crafted instruction responds to individual profiles, interests and readiness by modifying content, process and products.  Through DI, teachers take into account who they teach, what they teach, where they teach and how they teach.


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