Presentation is loading. Please wait.

Presentation is loading. Please wait.

The Why and How of Differentiated Instruction

Similar presentations


Presentation on theme: "The Why and How of Differentiated Instruction"— Presentation transcript:

1 The Why and How of Differentiated Instruction
Leading and Learning November 21-22, 2008

2 Change is constant in education
Change is constant in education. What teaching practices have you explored in an attempt to address the changing needs of your students? .

3 Changes in Teaching Practice

4 Workshop Objectives Reflect on the changes in education that impact student learning Make connections between where we have been and where we are going Explore differentiated instruction as an effective teaching practice

5 Shift in Education Curriculum Instruction Assessment
Curriculum viewed as something to be manipulated by the teacher. Traditional Major focus on content Content acquisition Lock step progress Evolving Content & process balance Learning to learn Continuous progress Instruction: Teacher is viewed as the facilitator of learning in the classroom. Teacher-centered Single textbook Single instructional approach Passive learning Child-centered Resource-based learning Multiple approaches to instruction Active learning Assessment Paper/pencil evaluation Test and move on Teacher directed Triangulated evidence of learning Specific/descriptive feedback that identifies next steps Student involvement and reflection Begin with the end in mind Adjust teaching

6 Students with Special Needs in Red Deer Public 07/08
440 students with severe special needs 500+ students with mild – moderate special needs 95 children with severe special needs 56 children with mild-moderate special needs Students with behavior disorders Majority in regular classrooms

7 English as a Second Language
students in Alberta 1500 new students per month 200 students in RDPSD 35% increase in one year

8 Societal Changes Technology advancement Family structure
Economical influences Societal expectations

9 Why examine teaching practice?
Increased student diversity Increased awareness that students of same age differ in readiness, learning styles, interests, etc. Decreased stigmas about being different Decreased exclusion from curriculum, programs and activities of the school Increased accountability for student achievement. Student diversity is a given and is here to stay. In any given classroom, students demonstrate an extensive range of learning needs – whether in reading, math or language ability. Inclusive education is a right – move from placement of students to ensure we assist teachers to help every student achieve a higher level. Differentiation is teachers reacting more responsively to the learning needs of all students.

10 Learning Result Teacher

11 Getting students in the zone!
Too Easy I get it right away… I already know how… This is a cinch… I’m sure to make an A… I’m coasting… I feel relaxed… I’m bored… No big effort… On Target I know some things… I have to think… I have to work… I have to persist… I hit some walls… I’m on my toes… I have to re-group… I feel challenged… Effort leads to success… Too Hard I don’t know where to begin… I can’t figure it out… I’m spinning my wheels… I’m missing key skills… I feel frustrated… I feel angry… This makes no sense… Effort doesn’t pay off… THIS is the place to be…..This is the achievement zone…..

12 Responsive Teaching What do we want students to know and
be able to do? Curriculum How will we respond when students are or are not achieving the objectives? Instruction How will we know each student has acquired the intended knowledge and skills? Assessment

13 Curriculum and Instruction: A Planning Guide
Adapted from Tomlinson 05 Differentiate between types of assessment Assessment OF and FOR Learning Plan learning opportunities with the end in mind Differentiate Instruction Make adjustments Assess learning ongoing assessment Support Extension Define outcomes from the Program of Studies in student friendly language

14 Assessment Plan questions Identify what achievement
looks like prior to teaching Provide specific, descriptive feedback to promote next steps in learning Assessment Adjust teaching based on assessment evidence Use Exemplars Involve students in peer and self assessments

15 Differentiation Is a teacher's response to learner’s needs
Product Through a variety of instructional strategies Carol Ann Tomlinson (2006) Differentiation Is a teacher's response to learner’s needs Respectful tasks Continual assessment Flexible grouping Teachers can differentiate through Content Process According to students’ Readiness Interests Learning Profile Environment Differentiated Instruction is one of many teaching strategies that we can incorporate to address students needs

16 Differentiation Is a teacher's response to learner’s need
Respectful tasks Flexible grouping Continual assessment Interesting Engaging Challenging In the ZONE Graffiti Four Corners Preassessment Rally Table Jigsaw Formative Round Robin Place Mat Gallery Walk Summative Assessment Think Pad Brainstorming Think, write, pair, share Think Pair Share

17 Differentiation Differentiation
Is a teacher's response to learner’s need Respectful tasks Continual assessment Flexible grouping Teachers can differentiate through Content Process Differentiation Is a teacher's response to learner’s need Respectful tasks Continual assessment Flexible grouping Teachers can differentiate through Content Process Product Process Content: What is taught and how all students are provided access to the program of study. Process: How students develop the knowledge, understanding and skills to master the learner outcomes. Product: How the student is able to demonstrate what he/she knows, understands and is able to do as a result of learning. Activity 3: Jigsaw

18

19

20

21 Differentiation Is a teacher's response to learner’s need
Respectful tasks Continual assessment Flexible grouping Teachers can differentiate through Content Process Product According to students’ Differentiated Instruction is one of many teaching strategies that we can incorporate to address students needs Readiness Interests Learning Profile Environment Through a variety of instructional strategies Carol Ann Tomlinson (2006)

22 Teaching according to:
INTEREST LEARNING PROFILE ENVIRONMENT READINESS Interest Surveys Interest Centers Self-Selection Still/Active Flexible/Fixed Warm/Cool Quiet/Noisy Many Displays/ Few Displays Areas of Strength and Weakness Work Preferences Self Awareness Content Knowledge Skills Readiness is for growth Draw on current knowledge, skills, and understanding a student has in relation to the learner outcomes A good readiness match pushes the student a little bit beyond his or her comfort zone and then provides support in bridging the gap between the known and unknown. Interest is for motivation Connect activities to what students enjoy or are interested in to motivate learning Relating big ideas to student interests Providing choice of tasks and products to demonstrate learning Accessing varied materials and technologies Learning Profile is for efficiency The goals of learning profile differentiation are to help individual learners understand modes of learning that work best for them, and to offer those options so that each learner finds a good learning fit in the classroom. Use student’s preferred mode of learning to extend learning – for example MI, Flexible grouping ( alone/ peers) Teacher varies mode of presentation (visual, auditory, kinesthetic, concrete, abstract) Adjustments for gender, culture, language differences, etc. Some prefer auditory modes – others visual channels – touch or movement. It is possible to provide different looks in different portions of the classroom. Environment: Learn best when they can move – others need to sit still Some enjoy a room with lots to look at, color, things to touch and try- other a more plain room because the busy room is distracting. Some prefer a great deal of light and others prefer a darker room. Flexible learning spaces and options within learning environment Traditional/ Evolving Competitive/Cooperative Supervision of learners/ Empowerment of learners Concepts

23 Differentiation Is a teacher's response to learner’s need
Respectful tasks Continual assessment Flexible grouping Teachers can differentiate through Content Process Product According to students’ Readiness Interests Learning Profile Environment Through a variety of instructional strategies Carol Ann Tomlinson (2006)

24 Time is a factor! Grading Meetings Teaching Recess Duty Report Cards
Phone Calls Conferences Planning

25

26 LO-PREP Tools are Your Solution!

27 Quick Assessments Fist of 5 Hardest First Continuum Line Four Corners
Graphic Organizers Cards Voting Techniques

28 Windshield Check Clear – “I get it!”
Bugs – “I get it for the most part, but I still have a few questions.” Mud- “I still don’t get it.”

29 Directions: Complete the chart to show what you know about Voice
Directions: Complete the chart to show what you know about Voice. Write as much as you can. Definition Words that come to mind Writing with Voice Examples Non-Examples Pre and/or post assessment Useful for Pre - Assessment

30 Picture Words Voice

31 Knowledge Rating Chart
I’ve never heard of this before I’ve heard of this, but I am not sure how it works I know about this and how to use ____ Direct Object ____ Direct Object Pronoun ____ Indirect Object ____ Indirect Object Pronoun ____ Object of Preposition ____ Adjective ____ Interrogative Adjective Example of Pre-assessment Readiness

32 Questions

33 Cubing – Generic Cubes What Who Compose When Where Why How Create

34 My Family in the Past and Present Cube
Make a video or tape recording, interviewing members of your families telling about their responsibilities. Create a timeline with pictures and/or words showing changes in your family over time. Create a song or rap that tells about how your family has changed over time. Present an argument that convinces others how your family is different today than it was in the past. Create a collage with digital pictures showing changes in your family over time. Create a play that demonstrates changes in your family over time. Make a video or tape recording of a family member, describing how your family has changed over time.

35 Leveled Writing Prompts
Our school is considering having longer class periods. Do you believe this is a good idea? Why or why not? As Canadians, we enjoy many freedoms. Which freedom do you believe is the most important? Why? People have many choices of what to do during free time. What is your favorite thing to do during free time, and why is the best choice?

36 Leveled Questions with Reading
What were your feelings after reading the opening chapter(s) of this book? Return to a place in the story that you loved, hated, or questioned. How did this event change the way you looked at the story? What was the author trying to say about life and living through this novel?

37

38

39 Exit Cards: Decimals and Fractions
Name:___________ How is a decimal like a fraction? How are they different? What’s a light bulb moment for you as you’ve thought about fractions and decimals?

40 Student Survey At school, I like _____________________
Because___________________________ I do not like_________________________ If I have free time, I prefer to __________ or _____________. My favorite thing to read is_____________. Interest surveys Carolyn Chapman / Rita King 2005

41 Student Survey Name ________ Date_________
Answer the following questions with either a yes or no answer or fill in the blank. Yes NO I like to read I like to make up songs I am challenged by things that are difficult to do Taking things apart and reassembling them intrigues me. I like to play outside I prefer to work by myself I enjoy working with others I like to draw my own pictures I like school Carolyn Chapman / Rita King 2005

42 Interest Inventory What is your favorite activity or subject at school? Why? Your least favorite? Why? What are your best subjects: What makes them easiest for you? What subjects are difficult for you? What makes them the hardest? What subject make you think and work the hardest? Why is it the most challenging? What are your favorite games or sports? If you could learn about anything you wanted to, what would you choose to learn about? Diane Heacox, 2002

43 • Pre-assessment of background knowledge
• On-going assessment for evidence of learning • Summarization of key points taught • Discussion board • Results of a brainstorming session ( ie. Topics) • Vocabulary building • Your Idea Here~!

44

45 Other LO-PREP Tools Flexible groups Varied materials
Open-ended activities Jigsaw Digital Images Interactive Websites Online reading

46 Collaborate to add one high-prep per term
Cubing Learning contracts Varying organizers Tiered activities Choice boards Literature circles Learning stations

47 Cubing – Multiple Cubes
Compose Number of cubes depends on the number of groups you would want Create

48 Poetry Contract Create A Rhyming Wheel
Use your spelling lists as a w ay to get started Use Your Rhyming Wheel Write a poem that sounds like Shel Silverstein might have written Write an Acrostic Poem Be sure it includes alliteration Write A cinquain ( check with another cinquain writer to make sure you got the right pattern Computer Art Use clip art to illustrate a simile, metaphor, or analogy on your class list, or ones you create. Write about you Use good descriptive words in a poem that helps us know and understand something important about you Interpret “How to Eat a Poem” Research a Famous Person Take notes. Write a clerihew that uses what you have learned. (It can have more than one stanza.) Illustrate a Poem Find a poem we’ve read that you like or one on your own. Write about why you illustrated it as you did. Student choice #1 Student choice #2 Student choice #3 Contracts take a number of forms that begin with an agreement between student and teacher. The teacher grants certain freedoms and choices about how a student will complete tasks, and the student agrees to use the freedoms appropriately in designing and completing work according to specifications

49 Compare and Contrast KWL Story Board Circular Venn Diagram Timeline
Graphic Organizers Flow Chart KWL Timeline Venn Diagram Character Map Story Board Circular Compare and Contrast Listen-Draw- Pair-Share PMI Retell-Relate- Reflect

50 Concept to be Understood
Planning Tiered Assignments Concept to be Understood OR Skill to be Mastered Create on-level task first then adjust up and down. Below-Level Task On-Level Task Above-Level Task Another method for developing tiered assignments or activities is to first develop an on-level task and then make slight adjustments up or down. Some tasks in each tier may be the same while others might be changed to match student readiness levels. Factors from the six-step framework should still be considered in this planning process. Is differentiation according to readiness Uses groups based on student’s readiness for a particular task Is driven by pre-assessment. Is NOT locking students into “ability boxes” because groups are flexible and vary according to task Is NOT the only kind of differentiation, although it is foundational. Adjust--- Level of Complexity Amount of Structure Materials Time/Pace Number of Steps Form of Expression Level of Dependence “Adjusting the Task”

51 Graphing and Measuring: Student Choices
Find a friend & measure the length and width of the classroom. Draw onto paper in centimeters. Work at the Graphing Centre to complete 2 activities. Place into your Math folder when done. Measure your height, the height of 2 friends and the height of an adult. Rank order from smallest to tallest.

52 Directions to one place to another Letter to the editor
Writing Bingo Try for one more BINGO this month. Be sure to use your writing goals and our class rubric to guide your work. Recipe Thank- you Note Directions to one place to another Letter to the editor Rules for a game request for Information Invitation Letter to a pen pal, friend or relative Skit or scene Interview FREE YOUR Choice Newspaper Article Short Story Schedule for your work Grocery or shopping list Advertisement Cartoon Strip Instructions Greeting Card Poem Proposal to Improve Something Letter to Your Teacher Journal for a Week Design a web page Book Think Aloud

53 Interest-Based Assignment
Select a person in one of the folders and write a composition describing that person as thoroughly as you can, Athletes Scientists Authors Musicians Artists Political Leaders Film Stars An interest based assignment is one of many strategies that support Interest Differentiation. Other strategies that support Interest Differentiation include: Literature circles WebQuests Orbitals Apprenticeships

54 Differentiation Is a teacher's response to learner’s need
Respectful tasks Continual assessment Flexible grouping Teachers can differentiate through Content Process Product According to students’ Readiness Interests Learning Profile Environment Through a variety of instructional strategies Carol Ann Tomlinson (2006)

55 It is perfectly acceptable to take small steps
Set a Goal! It is perfectly acceptable to take small steps AS LONG AS WE ARE STEPPING FORWARD!

56 If you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don’t quite know what you are doing, you are probably growing. Madeline Hunter Guru of Effective Teaching movement Effective teachers are also learners. It is important to always increase your expertise… Expert teachers teach students the most important things in the most effective way DI is to help teachers maximize their teaching expertise.

57 You deserve it. Teachers ROCK!
Give Yourself a Hand You deserve it. Teachers ROCK!


Download ppt "The Why and How of Differentiated Instruction"

Similar presentations


Ads by Google