Presentation on theme: "Using Differentiated Instruction to Meet the Needs of All Learners Presented by Liz Legere SRBI Coordinator Canton Public Schools and Sonya Kunkel Trainer."— Presentation transcript:
Using Differentiated Instruction to Meet the Needs of All Learners Presented by Liz Legere SRBI Coordinator Canton Public Schools and Sonya Kunkel Trainer Extraordinaire CREC
2 TRADITIONAL & REVISED INSTRUCTIONAL ASSESSMENT MODEL PRETESTTEACH POSTTEST ASSIGN GRADES PRETEST ANALYZE DATA DITEACH MONITOR ADJUST TEACHPOSTTEST Ainsworth, L & Viegt, D. (2006). Common formative assessments: How to connect standards-based instruction and assessments. Alexandria, VA: ASCD.
3 THE DECISION-MAKING PROCESS How can I MODIFY one or more of the 10 curriculum components to address the ONE targeted learning difference? GRPGINTROTCHG LRNGRES EXT TIME. PRO ProcessProductContent CONTENT ASSESSMENTS of Students and Their Content Knowledge GROUPING INRODUCTION TEACHNG Strategies LEARNING Activities RESOURCES EXTENSIONS PRODUCTS TIME Environment
4 Pre-Assessments: Sample the key content in the unit Mirror the post assessment Contain a low baseline Align with CCSS Are closely tied to the content learning objectives Can be efficiently scored Support decision making Inform students of the purpose
5 Selecting a Preassessment Tool Nature of the content? Nature of the feedback: Individual vs small group vs. whole group Time/Efficiency?
Directions: Complete the chart to show what you know about ??????????? Write as much as you can. Description Fractions Description of Parts of a Fractions Useful For Place to Them in the Real World Tomlinson - 02
7 Making Sense of Preassessment Data Think like a qualitative researcher: What does all this mean? Sort the data into 1 to 4 groups, based on a common, powerful difference Identify the learning difference: interest, prior knowledge, etc. Decide how to address the difference through differentiated teaching/learning activities.
8 8 What is TIERING? Tiering is a strategy teachers use to increase the match between students’ various levels of learning readiness to the content and instruction of particular lessons
9 9 Tiering for Advanced Learners: INCREASING the Cognitive Load What is the representative topic? – Make the RT less familiar – Make the RT more abstract – Use the “big idea” in the RT to require students “bridge” across time periods, cultures, disciplines – Require comparison/contrast among two examples of the RT – Require increasingly more difficult thinking skills (e.g., inference-making, synthesis (Learning activity) – Use more challenging reading materials (Resources)
10 CT SS Grade 7: World Regional Studies Standard 1: Content Knowledge 1.3 (Significant events and themes in world history/international studies – (5) Explain how a civilizations/nation’s arts, architecture, music and literature reflect its culture and history Standard 1: Content Knowledge 1.4 (Geographical space and place) – (9) Identify selected countries and determine the advantages and challenges created by their geography – (10) Examine historical events and factors that help explain historical events and contemporary issues. Standard 1: Content Knowledge 1.10 (How limited resources influence economic decisions) – (21) Analyze how resources or lack of resources influenced a nation/region’s development
11 Curr. Comp. NoviceApprenticePractitioner Content Goal Research the internet for information about Mexico, Guatemala, Panama and Nicaragua. Specifically, look for information about each culture’s literature, music, textiles, folklore, religious traditions, dance and cuisine. Create a Gallery Walk that showcases, in pictures with captions, the similarities and differences among the cultures of these two (4) Latin American cultures http://en.wikipedia.org/wiki/Latin_ American_culture#Central_Americ a Given a variety or resources on one Latin American culture (maps political and resource maps, pictures of art work, early civilizations, literary selections), students will propose a theory about why the culture evolved the way it did. Given a variety or resources on two different Latin American cultures (maps political and resource maps, pictures of art work, early civilizations, literary selections), students will compare and contrast the cultures and propose a theory about why the two cultures evolved differently. Designing a Tiered Lesson Plan: Grade 7
12 Curr. Comp. NoviceApprenticePractitioner Content Goal Research on two cultures (DECREASE cognitive load) Use of Internet (Resources) Gallery Walk (Different product) http://en.wikipedia.org/wiki/Latin_ American_culture#Central_Am erica Research on ONE culture PLUS develop theory (INCREASE cognitive load) (Learning activity) Primary sources (Resources) Theory (Different product) Research two cultures; compare and contrast, propose theory about why cultures evolved differently (INCREASE cognitive load through content and learning activity) Primary sources (resources) Theory (Different product) Peeling Back the Tiered Lesson Plan
13 A RAFT is … … an engaging, high level strategy that encourages writing across the curriculum … a way to encourage students to … – … assume a role – … consider their audience – … write in a particular format – … examine a topic from a relevant perspective All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels. Carol Tomlinson
14 The RAFT strategy… Forces students to process information, rather than just writing out answers to questions. Students are more motivated to undertake the writing assignment because it involves them personally and allows for more creative responses to learning the materials, as well as choice!
American Revolution (AR): What’s Worth Fighting For? Grade 8 Know: – Terms used in the American Revolution Understand: – That the American Revolution was the result of a series of events linked together through cause and effect – That the leaders of the AR played important roles in the outcome of the war – That there are different perspectives about the AR, depending upon the side you were on Do: – Analyze the events leading up to the AR; determine the causes and effects – Explain the role of leaders in the AR Work independently Work collaboratively Draw conclusions
16 What’s Worth Fighting For? ROLEAUDIENCEFORMATTOPIC PatriotTown FolksSpeech“Get on my side!” LoyalistEnglish RelativePost CardWhat is happening in the colonies G. WashingtonPatriot SoldierNews LetterWhy join the fight SoldierWife, MarthaLetter or PoemWhat a great leader GW is King GeorgeHis SubjectsPolitical CartoonMaking fun of the AR
References Elementary RAFT Examples Handout: http://casdudl.wikispaces.com/file/view/Elementary_RAFT_CARDS %5B1%5D.pdf http://casdudl.wikispaces.com/file/view/Elementary_RAFT_CARDS %5B1%5D.pdf State of Connecticut Department of Education website: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=333594 http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=333594 Cash, R. M. (2011). Advancing Differentiation: Thinking and Learning for the 21 st Century. Free Spirit Publishing: Minneapolis. Fitzell, S. (2011). Response to Intervention: Powerful and Practical Interventions and Strategies for Classroom Teachers Using a Problem Solving Tiered Approach to Support Struggling Learners. BER: Bellevue.
Contact Information Liz Legere, SRBI Coordinator Canton Public Schools firstname.lastname@example.org www.cantonschools.org/~elegere