Presentation is loading. Please wait.

Presentation is loading. Please wait.

Dare to Differentiate Deborah Espitia Coordinator of World Languages & ESOL Leslie Grahn World Language Resource Teacher Howard County Public Schools,

Similar presentations


Presentation on theme: "Dare to Differentiate Deborah Espitia Coordinator of World Languages & ESOL Leslie Grahn World Language Resource Teacher Howard County Public Schools,"— Presentation transcript:

1 Dare to Differentiate Deborah Espitia Coordinator of World Languages & ESOL Leslie Grahn World Language Resource Teacher Howard County Public Schools, Maryland despitia@hcpss.org lgrahn@hcpss.org

2 Lets do a fuel gauge check 1/4 tank: in need of more fuel 1/2 tank: enough to take short trips 3/4 tank: ready for a long journey full tank: enough fuel to share with others

3 Warm-up: Mixed readiness groups Create a group of 3 or 4 who have a variety of fuel levels indicated on their gauge. Sit together in a group.

4 Warm-up: Readiness groups Cut and paste activity: In your groups, cut apart and collaboratively develop categories for the ideas on the strips of paper. Glue them to the large colored paper and label with the agreed upon categories.

5 Differentiation Foldable Differentiation strategies Ive tried Challenges to incorporating differentiation Questions I have about differentiation

6 Workshop Choice Board

7 Dare to Differentiate Outcomes Participants will: Build background knowledge of research and application of differentiation strategies. Participate in simulations of differentiation strategies. Create differentiated activities for immediate use in their classrooms. Receive a packet full of differentiation activity templates and examples.

8 What about my special needs learners?

9 Who are the diverse learners in our classrooms?

10 The diversity of our diverse learners Ability Gender Ethnicity Socio-economics Interests Prior experiences Learning preferences

11 Lining it all up: TRADITIONAL TEACHING LENS Struggling learners Advanced learners Teaching to the middle Regular/Average learners

12 Lining it all up: DIFFERENTIATION TEACHING LENS Struggling learners Advanced learners Students positions on this continuum change from theme to theme, topic to topic, level to level.

13 Lining it all up: DIFFERENTIATION Speaking Struggling learners Advanced learners Students positions on this continuum change from theme to theme, topic to topic, level to level.

14 Lining it all up: DIFFERENTIATION Writing Struggling learners Advanced learners Students positions on this continuum change from theme to theme, topic to topic, level to level.

15 Lining it all up: DIFFERENTIATION Preterit Struggling learners Advanced learners Students positions on this continuum change from theme to theme, topic to topic, level to level.

16 Lining it all up: DIFFERENTIATION Imperfect Struggling learners Advanced learners Students positions on this continuum change from theme to theme, topic to topic, level to level.

17 Lining it all up: DIFFERENTIATION Art Unit Struggling learners Advanced learners Students positions on this continuum change from theme to theme, topic to topic, level to level.

18 Lining it all up: DIFFERENTIATION Sports Unit Struggling learners Advanced learners Students positions on this continuum change from theme to theme, topic to topic, level to level.

19 Suggestions for working with struggling learners Look for the learners positives. Dont let whats broken extinguish what works. Pay attention to relevance. Go for powerful learning. Teach up. Use many avenues to learning. See with the eyes of love. Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms, ASCD

20 DIFFERENTIATION: What is it?

21 Differentiation based on research and writings of: Carol Ann Tomlinson Professor of Educational Leadership University of Virginia

22 A definition… "What we share in common makes us human. How we differ makes us individuals. In a classroom with little or no differentiated instruction, only student similarities seem to take center stage.

23 A definition… In a differentiated classroom, commonalities are acknowledged and built upon, and student differences become important elements in teaching and learning as well....

24 A definition… Students have multiple options for taking in information making sense of ideas expressing what they learn.

25 A definition… In other words, a differentiated classroom provides different avenues to acquiring content processing or making sense of ideas and developing products." Carol Ann Tomlinson

26 Differentiation Non-Negotiables Supportive learning environment Continuous assessment High-quality curriculum Respectful tasks Flexible grouping

27 The Cogs of Differentiation Tomlinson, 2003

28 Differentiation is a teachers response to learners needs guided by general principles of differentiation, such as respectful tasks ongoing assessment flexible grouping Teachers can differentiate according to students through a range of instructional and management strategies ProcessContent Product Interests Learning Profile Readiness

29 Differentiation concepts Classroom elements Content Process Products Learning Environment/ Affect Assessment

30 Content Process Product Environment Assessment Differentiation

31 Content Process Product Environment Assessment Differentiation

32 Content Process Product Environment Assessment Differentiation

33 Content Process Product Environment Assessment Differentiation

34 Content Process Product Environment Assessment Differentiation

35 How do I know how to DIFFERENTIATE?

36 Strategies for getting to know our learners

37 Knowing the learner Knowing the Learner WHO Cognitive Development Personal Development Social Development

38 Differentiation Concepts Student characteristics Readiness Interest Learning Profile

39 Differentiation Concepts Learning Profile Grouping Preferences Cognitive Style Learning Environment Needs Information Processing

40 Differentiation Concepts Readiness & Interests Pre-assessments Every Student Response Surveys ??

41 TV Interest groups On a colored index card, write the name of your two favorite television shows. Find five other people who have at least one show/type of show in common with you. Sit together in a group.

42 How well do I know my students? Think of a particular student. Create a web of information you know about that student.

43 How well do I know my students? Highlight and label the learner characteristic for each item Learning profile = LP Interest = I Readiness = R

44 How well do I know my students? What dont you know that would be helpful? Reflect on how you might get to know that student better.

45 Strategies for getting to know our learners- LEARNING PROFILE

46

47 MULTIPLE INTELLIGENCES Bodily-Kinesthetic Naturalist Verbal-Linguistic Intrapersonal Musical- Rhythmic Interpersonal Visual- Spatial Logical- Mathematical

48 Strategies for getting to know our learners- LEARNING PROFILE

49 Strategies for getting to know our learners- INTEREST

50 Strategies for getting to know our learners- READINESS

51 Time for a break!

52 Digging deeper into DIFFERENTIATION

53 What are respectful tasks? Respectful tasks… Emphasize strengths. Are relevant. Provide choices. Stretch students. Scaffold learning.

54 Differentiation Strategies Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping

55 DIFFERENTIATION STRATEGIES: Learning Centers

56 What are Learning Centers? Areas set up in the classroom with learning activities directed at a specific: –Interest –Skill –Extended study of essential concept

57 Learning Centers (random groupings) (pink) A (green) B (yellow) C (orange) D (white) E

58 Reflection on Learning Centers How could I transform the learning centers I just experienced to ones I can use for my classroom?

59 Learning Centers A = Picture prompt B = Color coding activity C = Experience with/not D = Highlight words that relate E = Choose from lists

60

61 SUGAR RUSH!!! Whats your favorite dessert? Line up alphabetically based on your favorite desserts first letter.

62 Fuel gauge check Think about your comfort level with differentiation in terms of a fuel gauge. 1/4 tank: in need of more fuel 1/2 tank: enough to take short trips 3/4 tank: ready for a long journey full tank: enough fuel to share with others

63 DIFFERENTIATION STRATEGIES: RAFT Assignments

64 RAFT Assignments Focus on: Writing and reasoning Ideas around a topic Student choice, interest Learning styles, preferences

65 R = ROLE A = AUDIENCE F = FORMAT T = TOPIC What does RAFT mean?

66 Lets build a RAFT

67 RAFT Assignments As a group, choose a topic for your RAFT. Individually, choose a role and then add your RAFT idea to the template.

68 DIFFERENTIATION STRATEGIES: Choice Boards

69 CHOICE BOARDS Students choose from a menu of options Tasks vary by process and interest Some anchor activities can be required of all students Can be used for homework, projects, and assessment

70

71 Build Your Own Choice Board 1.Choose a content topic and language structure. 2.Create a choice board of activities, projects, or performances with your diverse student learners in mind.

72 DIFFERENTIATION STRATEGIES: Tiered Assignments

73 Tiered Assignments What are they? Tiered assignments are parallel tasks at varied levels of complexity, depth and abstractness with various degrees of scaffolding, support, or direction. Students work on different levels of activities, all with the same essential understanding or goal in mind.

74 Tiered Assignments What are they? Tiered assignments accommodate mainly for differences in student readiness and performance levels and allow students to work toward a goal or objective at a level that builds on their prior knowledge and encourages continued growth.

75 Tiered Assignments Why use them? One of the main benefits of tiered assignments is that they allow students to work on tasks that are neither too easy nor too difficult. They are highly motivating because they allow students to be successful at their level of readiness. Tiered assignments also allow students to work in their specific learning styles or preferences.

76 Tiered Assignments How to use them? 1.Make sure all tiered activities are introduced with the same level of enthusiasm and interest. 2.Take care to give different work, not simply more or less work, for different tiers. 3.Ensure that all students are equally involved and active. 4.Ensure that all activities are equally appealing and desirable.

77 Tomlinsons Equalizer

78 Analyzing a Tiered Assignment Parallel tasks Varying levels of complexity Various degrees of scaffolding, support, or direction Different levels of activity with same essential goals Builds on prior knowledge and encourages continued growth

79 DIFFERENTIATION STRATEGIES: Flexible Grouping

80 How did we group you today? Interest (TV shows) Random (colored index cards) Interest (favorite dessert) Mixed Readiness (fuel gauge)

81 Fuel gauge check Think about your comfort level with differentiation in terms of a fuel gauge. 1/4 tank: in need of more fuel 1/2 tank: enough to take short trips 3/4 tank: ready for a long journey full tank: enough fuel to share with others

82 Dare to Differentiate Wiki daretodifferentiate.wikispaces.com

83 Dare to Differentiate wiki: daretodifferentiate.wikispaces.com

84 Differentiation Buddies

85 Wait! Weve got...

86

87 Dare to DIFFERENTIATE Take the dare.

88 Dare to DIFFERENTIATE despitia@hcpss.org lgrahn@hcpss.org


Download ppt "Dare to Differentiate Deborah Espitia Coordinator of World Languages & ESOL Leslie Grahn World Language Resource Teacher Howard County Public Schools,"

Similar presentations


Ads by Google