ar co-teaching project team: rose merry kirkpatrick petra bland susan friberg differentiated...
TRANSCRIPT
AR Co-Teaching Project Team:
Rose Merry KirkpatrickPetra Bland
Susan Friberg
Differentiated Instruction in the Co-Taught Classroom III:
The Journey Continues
You’re listening to….
AR Co-Teaching Professional Development Team
Rose Merry KirkpatrickPetra Bland Susan Friberg
Special Instructions
First, if there are any difficulties to work through, we appreciate your patience.
Remember to make our meeting run smoothly…
Please wait for your cue to ask a question or comment. We will be stopping throughout the webinar to give everyone an opportunity to participate.
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Poll: Who’s Here Today?
Objectives
• Review differentiated instruction vocabulary
• Know how tiered lessons can support the process of differentiating instruction
• View sample tiered lessons
• Understand the step-by-step process for creating tiered lessons
• Receive resources to use in developing tiered lessons
Differentiation is a teacher’s response to learner’s needs,
guided by these general principals:
• Respectful Tasks
• Flexible Grouping
• Ongoing Assessment & Adjustment
Florida Inclusion Network
Effective Teachers Differentiate
Content Process Product
according to students’
Readiness Interests Learning Profile
Florida Inclusion Network
Today’s Conversation: Differentiating by Content
Let’s Hear From You
Tell us about how you have differentiated instruction by content (what you teach).
Type your responses by:
• Locate the chat window • Type in your response• Click on “Send Arrow”
What is a Tiered Lesson?
“Tiered lessons are used to meet the needs of student readiness by providing multiple assignments with the same understandings, but at varying degrees of difficulty.”
Florida Inclusion Network
Tiered lessons are the meat and potatoes of differentiated instruction.
Tomlinson (1999)
Raise your “hand” if you have created a Tiered Lesson
Lessons Tiered According to Students’
• Readiness (ability to understand a particular level of content)
• Learning Profiles (style of learning)
• Interests (student interest in the topics to be studied)
English Tiered Lesson
Handout
Necessities for Using Tiered Lessons
• Classroom management plan for working in groups
• Anchoring activities for students who finish early
Essential Steps/Process in Developing a Tiered Lesson
1. Identify the Framework Standard being targeted
2. Identify the key concept or the “big idea”
3. Pre-assess for background knowledge & skills
4. Select what will be tiered
5. Decide how the lesson will be tiered
6. Determine number of tiers needed & develop the lesson
7. Develop assessments
Handout
Step 1
Identify the Framework Standard/s being targeted.
Step 2
Identify the key concept or the “big idea”
The key concept follows from the standard, & the overall idea follows from the concept. Ask yourself,
•“What ‘big idea’ am I targeting? •“What do I want the students to know at the end of the lesson, regardless of their placement in the tiers?”
Big Ideas
• Are derived from key concepts
• Are at the heart of a discipline
• Require making connections with real life
• May be abstract
• Raise essential questions
• Are universal & have enduring value
• Are tied to instructional goals & curriculum objectives
Key Concepts Big IdeasMultiplication & Division We can use multiplication &
division strategies to solve real-world & mathematical problems
Place The uniqueness of place is a consequence of different social, political & environmental factors
Systems & Energy Most of what goes on in the universe involves some form of energy being transformed into another form
STEP 3
Pre-assess for background knowledge & skills
• What must have been already covered or what must the student have already learned?
• Are there other skills that must be taught first?
Step 4
Select what you will tier
• Content• Process• Product
Step 5
Select how you will tier
• Readiness• Interest• Learning Profile
Step 6
Determine number of tiers you will need & develop the lesson
Step 7
Develop the assessments
“Complexity factors can help teachers plan variations of
concepts & skills within a single lesson”
B. Kingore, 2004
Complexity Factors
• Degree of assistance & support
• Degree of structure
• Required background knowledge & skills
• Concrete or more abstract
Complexity Factors Continued
• Quality of resources
• Complexity of resources
• Complexity of product
• Complexity of process
Fraction Tiered Lesson
Handout
Language Arts Tiered Lesson
Handout
Science Tiered Lesson
Handout
Resources for Tiered Lessons
• Indiana Curriculum Project
• Critical Questions About Tiered Lessons
• “Best Practices: Instructional Strategies and Techniques”
Co-Teaching Wiki Incentive Winner
February Co-Teaching Partnership Follow-up Sessions
• Complete Interest Survey & Register– 2/24/09 Elementary Co-Teaching Partners– 2/25/09 Middle – High School Partners
• Bring materials for planning– Frameworks– Pacing guides– Teacher manuals
• Plan to share your successes
Updates
• Semester Grades 2/6/09– Students with & without disabilities– Photocopy grade sheet or use form– Remove names & use * to identify students
with disabilities
• Check In & Set Goals
Poll: How Did It Go Today?