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Transcript of Sandra Page
- 1. Learning Style Differentiation Slides used with permission of Carol Ann Tomlinson and/or Sandra Page
- Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences.Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students varying readiness levels, learning preferences, and interests.Therefore, the teacher proactively plans a variety of ways to get at and express learning.
- Carol Ann Tomlinson
3. Differentiated Instruction is a teachers response to learners needs guided by generalprinciplesof differentiation, such asflexible grouping appropriate degree of challenge respectful tasks Teachers can differentiate Content Process Product Readiness Interest Learning Profile clear learning goals ongoing assessment and adjustment Affect Carol A Tomlinson 4. Readiness LearningProfile Interest GROWTH If tasks are a close match for their skills MOTIVATION If tasks ignite curiosity or passion EFFICIENCY If the assignment encourages students to work in a preferred manner 5. Learning Style Differentiation
- How do I find out about students preferences?
- How do I keep an accessible record of this in order to USE the information in instruction?
- How do I group students in either think-alike or think-differently tasks?
- What are some possible strategies?
- Sternberg multiple intelligence lessons
- Learning modality preferences in lessons
- RAFTs (writing across the curriculum, differentiated by learning preference)
- Anchoring go to activity
- Learning contracts (differentiated by learning preference)
6. Linear Schoolhouse Smart - Sequential ANALYTICAL Thinking About the Sternberg Intelligences Show the parts of _________ and how they work. Explain why _______ works the way it does. Diagram how __________ affects __________________. Identify the key parts of _____________________. Present a step-by-step approach to _________________. Streetsmart Contextual Focus on Use PRACTICAL Demonstrate how someone uses ________ in their life or work. Show how we could apply _____ to solve this real life problem ____. Based on your own experience, explain how _____ can be used. Heres a problem at school, ________. Using your knowledge of______________, develop a plan to address the problem. CREATIVE Innovator Outside the Box What If - Improver Find a new way to show _____________. Use unusual materials to explain ________________. Use humor to show ____________________. Explain (show) a new and better way to ____________. Make connections between _____ and _____ to help us understand ____________. Become a ____ and use your new perspectives to help us think about ____________. 7. Learning Style Social Studies Lesson on Landforms based on Sternbergs Intelligence Preference
- Know :Geographical terms (isthmus, delta, peninsula, river, island)
- Understand :Landforms and bodies of water effect human movement and influence the development of cities.
- Do :Locate and label specific landforms
- Analyze how landforms produce economic advantages that establish settlements.
- After students have read and taken notes on the chapter, the teacher reviews with the whole class the basic information on landforms. Then, students are given a choice of three assignments to be done individually or in groups of two or three.
- Practical: Using these 8 given cities, (or you may choose other cities after approval by teacher), demonstrate how landforms and bodies of water contributed to the development and movement of people to this site over a period of time. You may use overlay transparencies or models to show the areas and growth.
- Creative: Develop a map of a new world that has at least 8 different types of landforms and/or bodies of water. Using labels, etc., determine how these sites would grow due to economic possibilities of these geographical features, and predict population growth over a period of time.
- Analytical:Create clues or a set of directions to help us identify and locate at least 8 landforms on the map (given in the textbook, or a map provided by the teacher). Clues/directions should also be based on population and economic growth and changes.
9. Partial List of Learning Modality Tasks/Skills Kinesthetic
- act out
- use tools to..
- show in lab
10. Social Studies Chapter Review: Differentiation by Learning ModalityStudents are asked to read a textbook chapter, using a graphic organizer for note-taking. They then prepare a review/response using learning modality preferences. They may work in learning style alike partnerships to prepare the response. In class, they will debrief in groups of 4 with each modality represented in each group. Kinesthetic Using your notes, create a set of overhead transparencies, 1-3 minute simulation, cardboard puppet theater, or short drama that helps us link the big ideas, crucial moments, and important people in this chapter.Oral Using your notes, create a set of 5-8 open-ended questions that are designed to be asked of the important people in this chapter. The questions responses should reveal the big ideas, crucial moments, and other important people. You will be the responder as someone else reads at least two of the interview questions.Visual Using your notes, create a powerpoint (4-5 slides), timeline, or concept map that helps us understand the main ideas, crucial decisions, and important people in this chapter. Auditory Using your notes, create a 1-3 minute news item that summarizes the essential ideas, crucial decisions, and people. You may tape or videotape this, using your voice and others. 11. Differentiation by Learning Modality Preference Sewing Project Choices in Consumer Education Class Students will all create a small, original product using skills of: sewing, design & layout, fabric selection, color choice, embellishment choices Sandra Page, 2006 Kinesthetic Create a cloth book or baby blanket made of varying textures of fabric that would allow a child to feel rough, smooth, thick, thin, soft, hard, etc. Be prepared to justify your choices. Oral Create a quilt square or small wall-hanging that tells a story or responds to a question. For example, When I am joyful, I Be prepared to justify your choices. Visual Create a fabric illustration, collage, or pillow that sets a strong, visible mood. Be prepared to justify your choices. Auditory Create a fabric collage or pillow using a particular piece of music as inspiration for fabric and color selections.Be prepared to justify your choices. 12. Know : Different Forms of Transportation Understand : Transportation/vehicles helps us movefrom here to there. Do : Students will describe a vehicle usingthe vocabulary andknowledge learnedon what makes things move and go. Vocabulary : wings, wheels,pedal, sail, pull, push,float, sinkair, water, land, space fast, slow Transportation Pre-K/Kindergarten using Learning Modality Preferences 13. Primary Transportation by learning modality continued
- construct/build a vehicle using classroom materials
- demonstrate how it goes; use vocab words to describe
- identify a vehicle and its parts as you tell a story
- describe what makes it move and how it goes; use vocab
- draw a picture of a vehicle and label its parts
- show how you made your vehicle and how it goes by making a poster
- identify a vehicle through the sound that it makes using sound effects tape; use vocab
- use a sound or song with a vehicle to show how it moves and goes
14. Examples of RAFTs that differentiate by Learning Style Learning style and interestchoices appear in the Format column Other RAFTs can be differentiated by readiness 15. Consumer Education Class RAFT In this RAFT, all students will have a Topic that focus on food safety practices.