1. Susanna SchwabWalden UniversityRichard W. Riley School of Education and Leadership EdD Student EDUC 8101

2. Overview 1. Why DI 2. Brief History of DI 3. Basics 4. Starting out designing DI 3. Competencies/Learning Objectives You are familiar with the characteristicsof Tomlinsons theory You can explain the difference betweenstudents traits and classroom elements You can start designing tieredassignments with the help of the 8-stepmodel 4. Why DI? Looking at learners individually Gifted and talented education Homogenous vs heterogenous classrooms Gardners MI theory 5. Brief History of Tomlinsons DI Tomlinson = guru Professor at Curry 6. Basics Jeans shop You are 1.7 m tall, you are 30 years old, same weight 7. Basics - Jeans metaphor 8. Student Traits Readiness Interest Learning Profile 9. Classroom Elements Content Process Product Affect Learning Environment 10. NeueKollegen 11. Focus Learning Profile 12. 8-step Model 13. How to Differentiate Instruction (DI) Teachers can differentiateContentProcess According to students- readiness- readiness- readiness- interest - interest - interest- learning profile - learning profile - learning profile 14. How to make it workDevelop routines and procedures for a differentiated classroom in a systematic and reflective wayDifferentiation gradually will become a way of life 15. How to make it work - in small steps Step 1: Know your students - determine the ability level of your students - Survey student interests - Is behaviour management a problem? 16. How to make it work - in small steps Step 2: Have a repertoire of teaching strategies (one size does not fit all) - direct instruction (frontal) - Inquiry-based learning discovery - Cooperative learning (e.g. jigsaw) - Strategies like graphic organizing, scaffolding, webbing, etc. 17. How to make it work - in small steps Step 3: Identify a variety of instructionalactivities In a differentiated classroom, activities are suited to the needs of students according to the mixed ability levels, interests, learner profiles 18. How to make it work - in small steps Step 4: Identify a way to assess studentprogress e.g. portfolios, rubrics, performance-based assessment, etc. 19. Start small1. Train your pupils to do anchor activities (individual silent work)2. Start lesson with anchor activity and give a different task to one group = introduce idea of not everybody doing the same3. Try differentiated tasks during a small block of time4. Grow slowly but grow moderately challenged 20. Start small5. Differentiate one product per term6. Find multiple resources for some key parts ofthe curriculum7. Establish class criteria for success withproducts, add individual criteria to eachlearners list8. Give learners more choice9. Envision choreographed differentiation10. Reflect (before taking next step) 21. Using the Strategy of Tiered Lesson Planning Step 1: What is the subject area and grade level for this lesson? Step 2: What standard do I want the lesson to focus on? Step 3: What key concept and generalization do all students need to understand? Step 4: Do the students have all the necessary background knowledge to successfully complete this lesson? 22. Using the Strategy of Tiered Lesson Planning Step 5: Which area do I want to tier? Step 6: What type of tiering do I want to do? Do I want to tier according to student interest, learner profile or readiness? Step 7: How many tiers should I develop? What should be the components of the lesson? Step 8: How will I assess whether my students understood the concept? 23. Reflect- Were all learners engaged, if not, why?- Is there evidence of each studentsunderstanding more evidence needed?- Management issues change, adapt?- Interaction teacher-learner: effective?- Data gathering: improvement needed? 24. RememberTo become an expert at differentiation is acareer-long goal.One step at a time, You can get there. 25. DI:Responding to the Needs of ALLlearners. 26. Example Traits 27. Example Classroom Elements 28. Example Adapting CourseMaterials Elvis 29. Strengths of Tomlinsons DI Theory 30. Conclusion DI 31. Challenges DI Marrying DI & MI Theory with TBL/PBS 32. References 33. References Diese Foliengruppe und verwandte Ressourcen: