©hidoe - differentiation, 2003differentiation overview to the professional development session...
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©HIDOE - Differentiation, 2003 Differentiation Overview
to the Professional Development
Session AboutDifferentiating
Instruction
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©HIDOE - Differentiation, 2003 Differentiation Overview
not very very
- listen to the prompt
- place yourself along the line/continuum (very comfortable – you can teach, name, design a lesson) (not very comfortable- you have questions, heard the term but not much else)- split into two lines and pair up- debrief
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©HIDOE - Differentiation, 2003 Differentiation Overview
Where Are We?
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©HIDOE - Differentiation, 2003 Differentiation Overview 4
- Standards Implementation Design System (SID)
The need for a nurturing and challenging environment
with supports for all learners is recognized in our
- Comprehensive Student Support System (CSSS)
©HIDOE - Differentiation, 2003 Differentiation Overview
Through the Standards Implementation Design
(SID) Process,
each school must critically consider…
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©HIDOE - Differentiation, 2003 Differentiation Overview 6
The Standards Implementation Design System, 2000
• Does the school have a safe, healthy, nurturing environment that reflects the school’s purpose?
• Is the school environment characterized by a respect for differences, trust, caring, professionalism, support and high expectations for each student?
• To what extent does the professional staff design and implement a variety of learning experiences that meet the diverse needs and learning styles of students?
©HIDOE - Differentiation, 2003 Differentiation Overview
Our Comprehensive Student Support System (CSSS)
identifies “Personalized Classroom
Climate and Differentiated Classroom Practices”
as a critical element of student support.
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©HIDOE - Differentiation, 2003 Differentiation Overview
Comprehensive Student Support System
Revised Jan. 2003
ALLStudents
Classroom climate & differentiated
instruction
Specialized assistance, crisis & emergency
support
Meaningful family
involvement
Supports for transitions
Prevention & early
intervention
Community outreach,
partnerships, & volunteers
Standards-Based Education(includes classroom teaching + enrichment activities)
Quality Student Support
Achievement:
Hawaii Content Performance Standards
(HCPS) II
and General Learner
Outcomes (GLOs)
lead to Vision of a Hawaii
Public School Graduate
• Realize their individual goals and aspirations;
• Possess the attitudes, knowledge and skills (literacy and safety and well-being) necessary tocontribute positively and compete in a global society;
• Exercise the rights and responsibilities of citizenship (civic responsibility); and
• Pursue post-secondary education and/or careers without the need for remediation.
Motivationally ready and able.
Not very motivated, lacking pre-requisite knowledge, skills, and behaviors; different learning rates and styles; minor vulnerabilities.
Avoidant; very deficient in current capabilities; has a disability; major health problems.
Range of Learners(Categorized in terms of their response to academic instruction.)
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©HIDOE - Differentiation, 2003 Differentiation Overview 9
CSSS Operations Manual, 1999
Personalized Classroom Climate and
Differentiated Classroom Practices
Means…• The student’s background experiences are
recognized through the instructional practices of the teacher.
• Effective instructional strategies used by teachers address the individual learning styles of students on a regular basis.
• Student progress is frequently assessed and teaching/learning strategies are continually revised accordingly.
• Instructional support services capitalize on the strengths of the child.
©HIDOE - Differentiation, 2003 Differentiation Overview
How might this support for all students
be translated to effective classroom practices?
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©HIDOE - Differentiation, 2003 Differentiation Overview
GOAL: To increase your understanding about Differentiating Instruction
OBJECTIVES: Upon completion of this professional development session about
Differentiating Instruction, you should be able to:
- describe the elements and characteristics of and strategies for differentiating instruction - explain the role of assessment when differentiating instruction - apply the planning process when designing instruction - implement strategies for differentiation and evaluate their impact on student learning - share information about differentiation with parents, students and colleagues
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©HIDOE - Differentiation, 2003 Differentiation Overview
Who are the students thatenter our classrooms…what do we
know about them?
How do we support each and every one of them to meet Hawaii’s
Content and Performance Standards(HCPS II)?
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©HIDOE - Differentiation, 2003 Differentiation Overview
Students of Today Activity
- obtain the worksheet entitled “Students of Today”
- complete the worksheet independently- share and compare responses
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©HIDOE - Differentiation, 2003 Differentiation Overview
The National Assessment ofEducational Progress (NAEP)
Percent of Students in Hawaii Meeting or Exceeding Proficiency:
Grade Year Reading Math
4 1998 17% 14% 8 1998 19%
8 2000 16%
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©HIDOE - Differentiation, 2003 Differentiation Overview
Stanford Achievement Test, 9th Ed.(SAT 2001-2002)
Percent of Students in “Average” and “High” Range
Grade Reading Math
3 80% 83% 5 79% 81% 8 77% 74% 10 69% 71%
National Norm 77% 77%
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©HIDOE - Differentiation, 2003 Differentiation Overview
Hawaii Content and PerformanceStandards (HCPS) IIState Assessment
(2001-2002)
Percent of Students that met or exceeded standards:
Grade Reading Math
3 42% 20% 5 43% 22% 8 42% 20% 10 37% 17%
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©HIDOE - Differentiation, 2003 Differentiation Overview
Hawaii’s Intermediate Goals for Meeting Adequate Yearly Progress (AYP)
0102030405060708090100
SY01-02
SY04-05
SY07-08
SY10-11
SY12-13
SY13-14
ReadingMath
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©HIDOE - Differentiation, 2003 Differentiation Overview
What isYour
Understanding About
Differentiating Instruction
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©HIDOE - Differentiation, 2003 Differentiation Overview
ACloser Look
atDifferentiating
Instruction:
The Dichotomy
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©HIDOE - Differentiation, 2003 Differentiation Overview
Differentiating Instruction…
is NOT…
Individualizing instruction for each student
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT… IS…
Individualizing instruction for each student
Providing instruction to meet the range of student needs
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT…
Using the same instructional materials for all students
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT… IS…
Using the same instructional materials for all students
Using varied resourcesfor varied learners
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT…
Teaching from the text--cover-to-cover
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Differentiating Instruction…
©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT… IS…
Differentiating Instruction…
Using the text as a resource while teaching
big ideasand critical concepts
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Teaching from the textcover-to-cover
©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT…
Assigning high-achieving students more and more work
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT… IS…
Assigning high-achieving students more and more work
Designing more challenging tasks for high-achievers
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT…
Assigning all students the same activities
all of the time
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT… IS…
Assigning all students the same activities
all of the time
Using varied strategies that address students’
readiness, interests, and learning styles
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT…
Using high-achieving students as tutors
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT… IS…
Using high-achieving students as tutors
Implementing varied approaches to peer support
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT…
Implementing cooperative learning without individual
accountability
I cancruise
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT… IS…
Designing cooperative learning activities with both
individual and group accountability
I cancruise
Differentiating Instruction…
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Implementing cooperative learning without individual
accountability
©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT…
Assessing all students’ learning in the same way
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT… IS…
Assessing all students’ learning in the same way
Using multiple means of assessment
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT…
Limiting learning experiences to the
classroom environment
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
is NOT… IS…
Limiting learning experiences to the
classroom environment
Promoting learning across varied settings: home, school, and community
Differentiating Instruction…
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©HIDOE - Differentiation, 2003 Differentiation Overview
Let’sReflect Upon
Your Definitionof
Differentiating Instruction
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©HIDOE - Differentiation, 2003 Differentiation Overview
Let’sReviewOthers’
Definitions of
Differentiating Instruction
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©HIDOE - Differentiation, 2003 Differentiation Overview
ALook
atOur Definition
ofDifferentiating
Instruction
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©HIDOE - Differentiation, 2003 Differentiation Overview
Differentiating Instruction
Differentiating instruction is a wayof thinking about teaching and learningthat seeks to recognize, learn about, and address the learning needs of allstudents.
To that end, teachers use varied approaches for curriculum, instruction, and assessment that promote learning opportunities and outcomes across learning environments.
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©HIDOE - Differentiation, 2003 Differentiation Overview
Let’sCompare
Your Definition With
Our Definition of
DifferentiatingInstruction
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©HIDOE - Differentiation, 2003 Differentiation Overview
A Look at the
Elements Elements and and Characteristics Characteristics
ofofand and
Strategies Strategies forfor
Differentiating Instruction
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©HIDOE - Differentiation, 2003 Differentiation Overview
Content Process
Product/Performance
Elements and Characteristics of and Strategies for Differentiating Instruction
Learning Environment
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©HIDOE - Differentiation, 2003 Differentiation Overview
Learning Environment(the context in which learning occurs)
Content(strategies for
delivering content)
Process(strategies for engaged
learning and sense-making)
Product/Performance(the means by which students will
communicate understanding)
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Elements and Characteristics of and Strategies for Differentiating Instruction
©HIDOE - Differentiation, 2003 Differentiation Overview
Learning Environment(the context in which learning occurs)
• Safe, challenging, and collaborative community • Access to resource-rich classrooms
• Flexible movement and use of space • Multiple settings and environments • Flexible scheduling
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Elements and Characteristics of and Strategies for Differentiating Instruction
©HIDOE - Differentiation, 2003 Differentiation Overview
Content(strategies for
delivering content)
• Planning for differentiation• Tiering• Compacting• Accelerating• Enhancing content for depth, complexity, and novelty
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Elements and Characteristics of and Strategies for Differentiating Instruction
©HIDOE - Differentiation, 2003 Differentiation Overview
Process(strategies for engaged
learning and sense-making)
• Flexible Grouping• Questioning for Critical Thinking• Problem-Based Learning• Contracting• Learning Centers
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Elements and Characteristics of and Strategies for Differentiating Instruction
©HIDOE - Differentiation, 2003 Differentiation Overview
Product/Performance(the means by which students will
communicate understanding) • Open-ended tasks • Authentic/real world solutions Extension, innovation, creation of new ideas and products• Multiple forms and formats using varied techniques and materials
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Elements and Characteristics of and Strategies for Differentiating Instruction
©HIDOE - Differentiation, 2003 Differentiation Overview
Product/Performance(the means by which students will
communicate understanding) • Open-ended tasks • Authentic/real world solutions • Extension, innovation, creation of new ideas and products• Multiple forms and formats using varied techniques and materials
Learning Environment(the context in which learning occurs)
• Safe, challenging, and collaborative community • Access to a resource-rich classroom
• Flexible movement and use of space • Multiple settings and environments • Flexible scheduling
Process(strategies for engaged
learning and sense-making)
Content(strategies for
delivering content)
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Elements and Characteristics of and Strategies for Differentiating Instruction
• Flexible Grouping• Questioning for critical thinking• Problem-Based Learning• Contracting• Learning Centers
• Planning for differentiation• Tiering• Compacting• Accelerating • Enhancing content for depth, complexity, and novelty
©HIDOE - Differentiation, 2003 Differentiation Overview
Planning Processfor
DifferentiatingInstruction
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©HIDOE - Differentiation, 2003 Differentiation Overview
Planning Process for Differentiating Instruction
2. DETERMINE: • Evidence and task(s) - what students will do to reflect learning • Criteria - what quality performance looks like • Tool(s) - what instrument will be used - rubric, checklist, etc.
1. SELECT: • Strand/Content Standard - what students should know, be
able to do, and care about • Benchmark - expectations for grade level clusters • Performance Indicator(s) - students’ demonstration of the content standard
3. ASSESS the learners: (to create CLASS/STUDENT PROFILE) • Interests • Readiness • Learning styles/preferences
If b
ench
mark
met,
then…
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©HIDOE - Differentiation, 2003 Differentiation Overview
Planning Process for Differentiating Instruction (continued)
4. DESIGN instruction by differentiating: • Learning Environment - the context(s) in which learning occurs• Content - how content will be delivered• Process - methods of engaged learning and sense-making• Product/Performance – the means by which students will
communicate understanding
6. ASSESS the learning: • Evidence of understanding - conclusions about
student achievement
• Data used to guide instructional decisions
5. IMPLEMENT the instructional plan: • Monitor student learning • Reflect upon lesson effectiveness
If b
ench
mark
not
met,
th
en…
If b
ench
mark
met,
then…
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©HIDOE - Differentiation, 2003 Differentiation Overview
Assesslearning
Assesslearners
Select
Implem
ent
Design
Assess
learning
ThePlanningProcess
Det
erm
ine
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©HIDOE - Differentiation, 2003 Differentiation Overview
Assessing the Learners’ • readiness • interest • learning
styles/preferences
Assessing the Learning
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©HIDOE - Differentiation, 2003 Differentiation Overview 56
Elements and Characteristics of and Strategies for Differentiating Instruction
Assessing the Learners’ - readiness - interests - learning styles/ preferences
©HIDOE - Differentiation, 2003 Differentiation Overview
Elements and Characteristics of and Strategies for Differentiating Instruction
Assessing the
Learner
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A s s e s s i n g t h e L e a r n i n g
A s
s e
s s
i n
g
t h
e
L e
a r
n i n
gA
s s e s s i n
g t h
e L e
a r n
i n g
Assessing the Learners’ - readiness - interests - learning styles/ preferences
©HIDOE - Differentiation, 2003 Differentiation Overview
Elements and Characteristics of and Strategies for Differentiating Instruction
Assessing the
Learner
A s s e s s i n g t h e L e a r n i n g
A s
s e
s s
i n
g
t h
e
L e
a r
n i n
g A s s e
s s i n g
t h e
L e a
r n i n
g
Product/Performance(the means by which students will
communicate understanding)
• Open-ended tasks • Authentic/real world solutions • Extension, innovation, creation of new ideas and products• Multiple forms and formats using varied techniques and materials
Learning Environment(the context in which learning occurs)
• Safe, challenging, and collaborative community • Access to resource-rich classrooms
• Flexible movement and use of space • Multiple settings and environments • Flexible scheduling Process
(strategies for engaged learning and sense-
making)
Content(strategies for
delivering content)
• Flexible Grouping• Questioning for Critical Thinking• Problem-Based Learning• Contracting• Learning Centers
• Planning for differentiation• Tiering• Compacting• Accelerating• Enhancing content for depth, complexity, and novelty
Assessing the Learners’ - readiness - interests - learning styles/ preferences
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©HIDOE - Differentiation, 2003 Differentiation Overview
Assessing Your Current Understanding
AboutDifferentiating
Instruction
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©HIDOE - Differentiation, 2003 Differentiation Overview
The old saw is correct:Every journey does begin with a
single step. The journey to successfully differentiated or personalized classrooms will
succeed only if we carefully take the first step—ensuring a
foundation of best-practice curriculum and instruction.
Source: Tomlinson, “Mapping a Route Toward Differentiated Instruction”, 1999
Remember…
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