South O’Brien Differentiated Instruction February 15, 2008 Differentiated Instruction February 15, 2008.

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Presentation transcript:

South O’Brien Differentiated Instruction February 15, 2008 Differentiated Instruction February 15, 2008

Activating Background Knowledge

Graphic Organizers... Physical Models... Mental Pictures... Pictures/Pictographs... Kinesthetic Activity... RAFT... Curriculum Compacting... Learning Contracts... Tiered Instruction... Learning/Interest Centers... Web Quests... Assignment Menus... Etc.

Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Quality Curriculum Respectful Tasks Flexible Grouping Assessment for Instruction Building Community Teachers can differentiate through Content ProcessProduct Affect/ Environment According to students’ ReadinessInterestLearning Profile Through a variety of instructional strategies such as: Graphic Organizers... Physical Models... Mental Pictures... Pictures/Pictographs... Kinesthetic Activity... RAFT... Curriculum Compacting... Learning Contracts... Tiered Instruction... Learning/Interest Centers... Web Quests... Assignment Menus... Etc.

Frayer Model Concept DefinitionEssential Characteristics ExamplesNon-examples

Sample Tiered Lessons South O’Brien DI Team

BREAKBREAK 15 Minutes

So, how did it go? Small Group Sharing

In your small groups... »Share one lesson that you remodeled and then implemented in the classroom. »Make sure to share the learning goals (KUD) of the lesson and how it was differentiated. »How did the students respond? »What were your perceptions of the lesson? »Share one lesson that you remodeled and then implemented in the classroom. »Make sure to share the learning goals (KUD) of the lesson and how it was differentiated. »How did the students respond? »What were your perceptions of the lesson?

Large Group Debrief »What were the similarities between your lessons? »Differences? »What were the similarities between your lessons? »Differences?

LUNCHLUNCH We will start again at 12:15 p.m. While you eat, discuss with your lunch mates the similarities and differences in the lessons shared in your small group.

Chapter 13 Jigsaw

Lessons Using Differentiated Products »Base groups decide which lesson each member will attend, send at least one person to each lesson »Gift of the Magi »The Necklace »The Lady and the Tiger »Base groups decide which lesson each member will attend, send at least one person to each lesson »Gift of the Magi »The Necklace »The Lady and the Tiger

Lessons Using Differentiated Products »Each group member will report back to their base group about the lesson and strategies they experienced

Tools to help differentiate products

Lets take a RAFT... »R - Role »A - Audience »F - Format »T - Topic »R - Role »A - Audience »F - Format »T - Topic

Accounting I »Students will: »Know: »assets, liabilities, owner’s equity and how they fit in the accounting equation. »Understand: »the significance of the balance sheet. »Be Able to: »complete a balance sheet and explain what the results mean. »Students will: »Know: »assets, liabilities, owner’s equity and how they fit in the accounting equation. »Understand: »the significance of the balance sheet. »Be Able to: »complete a balance sheet and explain what the results mean.

Accounting I RoleAudienceFormatTopic Potential Investor CEOInterview questions Balance Statement CPABoard of Directors Multi-media Presentation How to keep the business in the black Small business owner Local BankerPersuasive speech Why you should be eligible for a loan

Other Tools »Think-Tac-Toe/Choice Boards »Matrix Plan »Totally Ten »Learning Contracts »Product Criteria Cards »Styles Integration Chart »Think-Tac-Toe/Choice Boards »Matrix Plan »Totally Ten »Learning Contracts »Product Criteria Cards »Styles Integration Chart

Work-timeWork-time Plan a lesson differentiated by product

ClosureClosure Assignment for next time: