differentiation pp
Post on 21-Jun-2015
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Differentiation
If a teacher keeps using the same
strategies and the student keeps failing – who really is the slow
learner?
If the only tool you
have is a hammer,
you treat everything like a nail!
If students can’t learn the way we teach them, we must teach them
the way they learn!
Facing the Fact:
Key Questions
What is it we expect our students to learn? How will we know when they have learned
it? How will we respond when they don’t learn? How will we respond when they already
know it? How will we improve our instructional
practice based upon their learning results?
Learning vs
Teaching
As teachers you must remind yourself to focus on. . .
We use formative assessments frequently throughout the
course to assess small portions of the course each
time.
How will we know when they have learned it?
Doug Reeves said. . .
“Formative assessments are like a physical examination while summative assessments are comparable to an autopsy.”
We want to perform the biopsy, not the autopsy. Before it’s too late!
It may also be necessary to reassess a skill that was widely
deficient on a previous formative assessment to determine whether
or not your interventions have been effective.
Frequent monitoring of student learning is an essential element of effective teaching.
Assess a few key concepts frequently rather than many
concepts infrequently.
Good formative assessments shift the focus from teaching to
learning.
Formative assessments should:
Identify students who need additional time and support for learning.
Motivate us to provide that time and support in our course.
Drive us to give students another opportunity to demonstrate their learning after the intervention.
QUESTIONS:
How do teachers typically respond when students don’t learn?
How do teaches typically respond when students already know the material?
Every Student is Different!
Let’s Get Ready to Move!
1C
2R
3S
4R
5C
6R
7S
8C
9R
10S
11R
12C
13R
14S
15C
1C
2r
3S
4R
5c
6R
7S
8C
9R
10s
11R
12C
13R
14S
15c
1C,
2r
3S
4R,
5c
6R,
7S,
8C
9R,
10s
11R
12C,
13R
14S,
15c
Being Aware of Multiple Intelligences is Key to Differentiating Instruction
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard
University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.
These intelligences are:
Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning
smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal
intelligence ("self smart") Naturalist intelligence ("nature smart")
M.I.
Let’s Try Some
Activities
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