An IEP (individualized education program) for each student Unstructured Another word for tracking Giving additional busywork for accelerated students Having different goals for kids Having different standards for kids Watering down the curriculum A program, model, or recipe
Mostly a mind set A way of thinking about what we are after, who are my kids, and how am I going to get them where I want Pro-actively plan to maximize their learning A professional and responsive mind set When there is rigor, relevance, and respectful relationships A journey – One size fits all approach to a differentated learning
How they learn best What interests them Readiness for the content – avoid using the term “ability”
Learner Profile: Any Factor that might Influence Learning Family dynamics (if influential) SES 504 LD Physical health Speech and Language Issues Nationality (if influential) Religious affiliation (if influential) Multiple Intelligences Personal background/experiences Ethics Personal interests: sports, music, television, movies, books, hobbies, other Myers-Briggs Personality Inventory Bernice McCarthy’s 4MAT Tourette’s Syndrome Down’s Syndrome Visually Impaired Transiency rate IEP ELL Gifted/Advanced Emotional health Behavior/Discipline concerns Diet (if influential) Technology access/comfort Arts – comfort/profiency Leadership qualities Collaboration Weekly schedule Politics (if influential) Anthony Gregorc Scale Home responsibilities ADHD Asperger’s Syndrome Hearing Impaired Auditory Processing issues
“Get to know you” Activities Best way for me to learn (subject) cards Parent assignment “in a 1,000,000 words or less tell me about your child” Students write a letter as if they were their parents writing a letter to their teacher about their child. Share common experiences
Curriculum and learning goals Planning- Don´t ask yourselves about what you want your kids to do during the class, but instead what do you want them to understand more Focus off the activities and focus more on the learning Plan by your results (goals set) and then plan your teaching Assess – not the same as test! = ✪ Gathering Information Extra strategies you might want to use: http://www.youtube.com/watch?v=RN3i0Ws06vA&sns=t w
If you teach a lesson and… 1. The majority understands, but only a few are lost you should… 2. If the majority of the class didn´t understand you should… 3. If half of the class did understand but the other half didn´t you should…
1. What is the purpose of this lesson? 2. Why is this important to learn? 3. In what ways am I challenged to think in this lesson? 4. How will I apply, assess, or communicate what I´ve learned? 5. How will I know how good my work is and how I can improve it? 6. Do I feel respected by other students in this class? 7. Do I feel respected by the teacher in this class?
So, in conclusion you can´t do differentiation in each and every one of your classes: You teach your topic. Example: Comparatives and Superlatives Next Class or within that same class you assess Based on the information thrown by the assessment you plan. Make sure that your lessons are focused in the learning, not in the activities. That they are also coherent with the goals set from the beginning.
DIFFERENTIATION MIGHT SEEM COMPLICATED AT FIRST, BUT ITS NOT, AT THE END YOU WILL END UP WITH A CLASSROOM FULL OF ENGAGED ENTHUSIASTIC LEARNERS!!!