Presentation on theme: "DN’s Role In Differentiated Instruction Liz Looney- Director of School Partnerships City Year Miami."— Presentation transcript:
DN’s Role In Differentiated Instruction Liz Looney- Director of School Partnerships City Year Miami
Session Agenda Introduction Warm up Discussion and Role Play Wrap Up and Reflection
Session Objectives Participants will: Understand how to maximize the role of all student support personnel during differentiated instruction. Be prepared to lead teachers and Corps Members in planning for optimal collaboration during differentiated instruction.
Warm up- What is Differentiated Instruction
Differentiated Instruction What is differentiated instruction or DI? Teaching with student differences in mind and starting where the students are instead of an approach that assumes all students of a given age or grade are essentially alike. Teachers can differentiate content, process, product, affect, or learning environment to meet to student needs. What is the purpose of differentiated instruction? The goal is always maximum student growth and individual success!
Differentiated Instruction Why is DI important? Students are working just above their comfort level that both challenges them to grow and allows them to be successful. This specific attention allows for genuine student development both academically and socially. How might DI be challenging for teachers? Requires additional planning and constant attention to individual student progress. What classroom conditions are ideal for DI? Multiple adult supports, separate space for small group instruction. Consistent access to student data.
Discussion: Before the Lesson With a partner, discuss what you feel needs to happen during the planning of a lesson to ensure successful DI and purposeful use of all classroom supports. (3 minutes)
Role Play What are the plusses and deltas of this planning scenario? What would you and your partner do differently?
Discussion: During the Lesson With your partner, talk about what the classroom would ideally look like, feel like, and sound like during a differentiated instruction lesson. (3 Minutes)
Discussion: After the Lesson With your partner, discuss what steps need to take place with teachers, students, and classroom support personnel after the lesson is over. (3 Minutes)
Wrap Up & Reflection Key takeaways? Next steps? Questions?
Collaborating with Differentiated Instruction Before the lessonDuring the lessonAfter the lesson
Works Cited Tomlinson, Carol Ann, and Susan Demirsky Allan. Leadership for Differentiating Schools & Classrooms. Alexandria: ASCD, Print. Tomlinson, Carol Ann. Differentiation Central. Institutes on Academic Diversity in the Curry School of Education at the University of Virginia, Web. 20 Feb