Post on 17-Jan-2018
description
DIFFERENTIATED INSTRUCTION 101
Kristin BartellsShana Piatek
INTRODUCTIONS Name School Subject Area Best part of Winter Break
LEARNING TARGETSTEACHERS WILL… Understand the basic concepts and key
vocabulary of Differentiated Instruction Make connections between Formative
Assessment and Differentiated Instruction Create formative assessments to use on a
daily basis Use data from formative assessments to
differentiate lessons in their classrooms
HUMAN BINGO Complete the statements about yourself.
Introduce yourself to your classmates, and find out what you have in common.
Why is it important to know this information about our students?
DIFFERENTIATION:WHAT IT IS… WHAT IT IS NOT…
DIFFERENTIATING…
ContentProcessProduct
By readinessBy interestBy learner profile
WHAT HOW
HOW WILL WE KNOW OUR STUDENTS’ READINESS, INTERESTS,
OR LEARNER PROFILE???
FORMATIVE ASSESSMENTS!!!
Checks for student learning Determines student interests/learning profiles
Not a grade Student and teacher can both monitor progress INFORMS TEACHER OF DIFFERENTIATION NEEDS
FORMATIVE ASSESSMENT IDEAS Group Activity
Winners???
Choose ONE of these activities that you have already used and ONE that you can try in your next lesson. Explain to your group how you can/will incorporate these activities into your classroom.
Volunteers?
We have the data… Now what???
DIFFERENTIATING…
ContentProcessProduct
By readinessBy interestBy learner profile
WHAT HOW
CONTENT Varying what we teach or how students
gain access to information The most basic content should cover
state/district standards. Students may have varying levels of
knowledge:Completely unfamiliarPartial masteryDisplay mistaken ideasComplete mastery
CONTENT Teachers can differentiate content based on
what students already know. Bloom’s Taxonomy
Unfamiliar: knowledge, comprehension, applicationPartial mastery: application, analysis, evaluationComplete mastery: evaluation, synthesis
CONTENT Teachers can differentiate how students
gain access to the information based on their interests and learner profiles.
Materials:Texts, novelsBooks on tape Internet sourcesLecture
GroupingFlexible or alike groupsPairs Individuals
PROCESSHow students process or make sense of information being taught:Easiest method for student to
acquire knowledge (preference)Method that challenges student
(need practice)Methods of differentiation:
ReadingListeningManipulating objectsMultiple presentations*
*Must bepurposeful
DIFFERENTIATING PROCESS
Tiered assignments Independent and guided groups Anchor activities Stations Questioning technique
Teachers can differentiate process based on what students already know.
DIFFERENTIATING PROCESS We can offer a variety of opportunities
for practice to our students that appeal to their interests or to their learner profile. Gardner’s Multiple IntelligencesChoice
PRODUCT How students show what they know, understand,
and are able to do Differentiating products:
Variety of assessments Same criteria, different product
Essay, speech, test, composing a song, building an object, etc.
Clear expectations
RUBRICS!!!
DIFFERENTIATION BY READINESS Level of difficulty at which students are ready
to learn and the rate at which they grow Complex set of factors
Basic needs being met in and out of classroom Physical and emotional development factors Physical and mental health on a given day Relationship with teacher and classmates
Not the same as ability, although ability may be a contributing factor
DIFFERENTIATION BY INTEREST General and specific interests that a student
may find captivating within a discipline or topic
Maximize student motivation by increasing interest/creating personal connections
DIFFERENTIATION BY LEARNER PROFILE Combination of interests, dispositions, and
manners in which student learns best Learning and thinking styles Multiple intelligences Culture Environmental preferences
Appeals to multiple modes of learning and assessment so that students learn effectively and efficiently
When students are comfortable, their learning is maximized.
EXAMPLES!!! Task: Look through the DI examples in class
and search for more examples online. Choose 1 activity that you would like to create for your class. Create/Begin creating a document that you will use for that activity.
REVISITING THE LEARNING TARGETSTEACHERS SHOULD… Understand the basic concepts and key
vocabulary of Differentiated Instruction Make connections between Formative
Assessment and Differentiated Instruction Create formative assessments to use on a
daily basis Use data from formative assessments to
differentiate lessons in their classrooms