Meeting the Needs of All our Students Differentiated Instruction What does it look like?
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Transcript of Meeting the Needs of All our Students Differentiated Instruction What does it look like?
Goals
• Address learning profile • Understand the extensive ways differentiation
can be addressed in the classroom• Provide tools for differentiating lessons• Apply strategies to own lesson
Differentiation of Instruction
• Is a teacher’s response to learner’s needs
• Guided by general principles of differentiation such as– Respectful tasks– Flexible grouping– Ongoing assessment and adjustment
Reflection on Reading
• Organize into groups of 3 or 4
• Briefly explain metaphor for article read last night.
• Group discusses impact on teaching practice.
Content
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Product
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Readiness
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Interest/Choice
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Learning ProfileMultiple Intelligences
• Bodykinesthetic
• Interpersonal
• Intrapersonal
• Naturalist
Learning ProfileMultiple Intelligences
• Read assigned section from “MI and Teaching Strategies” and highlight noteworthy elements that impact curriculum and instruction.
• Meet with your partner and create a graphic to share with the rest of the group that explains what you have learned about Multiple Intelligences and implications for instruction.
Learning ProfileMultiple Intelligences
• Share Multiple Intelligences through graphic, words and explanation.
Learning ProfileMultiple Intelligences
• Buddy Quiz on Multiple Intelligence Instructional Strategies
California Standards for the Teaching Profession
Leading to Differentiation
• Using a variety of instructional strategies and resources to respond to students diverse needs
• Developing and sequencing instructional activities and materials for student learning
• Modifying instructional plans to adjust for student needs
• Using the results of assessments to guide instruction
Differentiation in the Classroom How
•How would it begin?– Content Standards
– Pre-assessment
– Lessons are developed with the following in mind:
• Learning styles• Multiple intelligences• Bloom’s Taxonomy• Teaching strategies• Flexible grouping• Choice • Tiered Assignment
– Assessment and opportunities of student self-assessment
Differentiation in the Classroom What
•What might it look like?
Flexible grouping based on interest/skill
Open-ended questioning
Independent contracts
Analysis, Synthesis, and Evaluation - the higher order thinking skills
Variety of reading levels in texts resources
Rubrics and anchor papers that show exemplary written work and final
products
Differentiation in the Classroom Why
• Why is differentiation essential? –Learning should provide a moderate challenge
When a task is too difficult : learner feels threatened and downshifts into
protective mode
Students who consistently fail lose their motivation to learn
When a task is too simple: learner’s thinking/problem solving coasts
into relaxation mode
Students who succeed too easily lose their motivation to learn
In a Brain Compatible Environment the Teacher...
•appreciate each child as an individual•teaches the whole child•strives for joyful learning•offers high expectations and lots of ladders
•helps students make their own sense of ideas
•shares the teaching with the students
A really good teacher is someone who; knows that a student can teach and a teacher can learn, integrates himself or herself into the learning environment, literally taking a seat among the conglomerate of desks, proving that he or she enjoys associating with the minds made of sponges, ready to absorb, appreciates that what one thinks and says is more important than what one uses to fill in the blanks. Krista, Age 17
Teacher adjusts content, process and product in response to students readiness, interest and learning profile
Flexibility is the hallmark of a differentiated classroom
Teacher begins where the students are
A student competes more against himself or herself than others
All students participate in respectful work
Excellence is defined in large measure by individual growth from a starting point
Multi-option assignments are frequently used
Teacher helps students become more self-reliant learners
Focus on multiple forms of intelligence is evident
Students work with the teacher to establish both whole-class and individual learning goals
Students are assessed in multiple ways
Seeing stars, it dreams of eternity. Hearing birds, it makes music.Smelling flowers, it is enraptured. Touching tools, it transforms the earth. But deprived of these sensoryexperiences, the human brain withersand dies.Ronald Kotulak
Inside the Brain
3-2-1 Exit Cards
3 important things I’ve learned are:
2 ideas or insights I would like to share with colleagues at school are:
1 action I will take immediately is:
Wilma Unlimited
• Process and product strategies/tools modeled through Wilma Unlimited by Kathleen Krull– Q-Matrix– Extension Menu– Cubing– RAFT
Q-Matrix Questioning StemsDeveloped by Dr. C.W. Wiederhold
The Question Matrix Stems connected to Bloom’s Taxonomy.
Recall question prompts are in the upper left hand corner of the Q-Matrix and as one moves out from that corner, the more the prompts encourage comprehension, application, analysis, synthesis and evaluation questions.
CUBING
Cubing is a strategy that adds Novelty to yourdifferentiation tool box.
Cubing can be used to differentiate by:ReadinessInterestLearning Profile
Extension Menu
• Strategy for:
– Independent Work Contracts– Inclusion of Choice– Tiered
“ I’m Done! Now What Should I Do?”Developed by Susan Winebrenner
Wilma Unlimited RAFT
Directions:
Select one of the following prompts. “The Role” refers to the character’s perspective that you will assume.The “Audience” refers to whom that character will be addressing his/her opinion; The “Format” refers to the form in which theopinion will be expressed. The “Topic” is just that – your topic!
Circle the Role that you plan to pursue, and clear it with your teacher before you begin working. Use the text to help you.
ROLE AUDIENCE FORMAT TOPIC
Wilma Self Diary Reflection on lifeachievements
Mother Wilma Poem or Song Aiming for the moon andlanding among the stars
Olympic Judge Olympic Participants Speech What makes for a greatathlete?
Brother or Sister Wilma Letter How I feel about you…
Graphic Artist Awards Ceremony Drawing of DreamsSymbolized in Medalawarded foraccomplishments
Dreams, Goals andAccomplishments
Reporter Newpaper Readers Article that answers Who?What? Where? When?Why?
Wilma Rudolph AwardedThree Medals
RAFT
Topic
T = Who or what is the subject of the Writing:
• Famous mathematician • Prehistoric cave dweller • Reaction to an event?
Get a buddy Align your objectives and start slowly Plan for ongoing and varied opportunities for students to
demonstrate their knowledge Find out what your students know Plan for flexible groups Provide choice Encourage student to take responsibility for their learning Incorporate student-self assessment and goal setting in your
learning environment
Steps to Getting Started
Teacher’s Role
Make connections across the curriculum
Allow students to demonstrate their learning using a variety of assessments
Create environments that encourage students to collaborate in a variety of settings
Teacher’s Role
• Encourage questioning by students
• Actively engage students
• View Students as problem solvers inquiring about the world
3 Minute Pause to Reflect
Think about a Concept you teach and a lesson plan you have developed in the past. Now think about some of the strategies we have explored today and answer the following question.
√ What of today’s work might you apply as a strategy?
APPLY IT!
1. Review differentiation strategiesCubingExtensionRAFT
2. Draft for a lesson you already teach or practice with a provided text
3. Share how you would apply strategy with group at your table
4. Prepare to share with large group
SuccessEvery child, in addition to challenge, needs success. One of the problems with a classroom that is not differentiated is somebody is challenged and has a chance to succeed, but somebody is under-challenged and succeeds without challenge, while someone else is over-challenged and does not have the opportunity for success.
Carol Ann Tomlinson
Skill: Dribbling and Basketball
Dribble from point A to point B in a straight line with one hand.Switch to the other hand and repeat.Use either hand and develop a new floor pattern
Zigzag one hand then the other handIncreased speedChange pattern to simulate going around an opponent
In and out of pylons as fast as possibleDribble with one hand - partner playing defenseIncrease speed and change hands
Tiered Lesson