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Beginning Our Journey . Welcome to our Differentiated Instruction journey. As a way to begin please: Reflect on 1-2 of the most powerful learning experiences you’ve had in your life, from your earliest memories, through your years as a student and teacher. - PowerPoint PPT Presentation


What is Differentiated Instruction?

Beginning Our Journey

Welcome to our Differentiated Instruction journey. As a way to begin please:Reflect on 1-2 of the most powerful learning experiences youve had in your life, from your earliest memories, through your years as a student and teacher.Record a short description of each of your experiences on the note card provided.Place your note card on the appropriate place on the timeline.When you are finished, take a few moments to share your reflections with a partner, and hear their stories. We will meet as a whole group to complete our discussion.The Ten Principles of Successful ClassroomsListed below are four of The Ten Principles of Successful Classrooms. 1.) Connected Learning

2.) Individual Learning Path

3.) Student Responsibility for Learning

4.) Focus on Higher-Order Open-Ended Problem-Solving

Discuss what you think each principle means with a small group. The Ten Principles Of Successful ClassroomsConnected LearningStudents see learning as being connected, both across the disciplines and to their lives.High Academic StandardsAll students are expected to achieve at high levels utilizing the teacher, peers, and other resources to meet with success.Focus on Higher-Order, Open-Ended Problem-SolvingProblem solving activities are the focus of the learning environment, setting a context within which to learn lower-order skills.Technology InfusionTechnology is used as a tool and a resource to support learning and not seen as a goal unto itself.Global CitizenshipStudents understand their role as contributors to a global society and make strides to contribute to the betterment of their world.High Social CapitalStudents have strong, consistent relationships with adults in school; parents are involved as partners in the learning process.Student Responsibility for LearningStudents take responsibility for setting goals, scheduling time, utilizing resources, and making other decisions.Individual Learning PathTeachers differentiate instruction to meet the needs of each individual learner.Working Well CollaborativelyStudents engage in collaborative problem-solving on open-ended problems with peer, working independently on subtasks.Learning from a Felt NeedStudents are presented with meaningful, higher-order activities that create the context for learning and build a felt need to learn the lower-order skills.DIFFERENTIATED INSTRUCTIONIt means changing the pace, level, or type of instruction provided in response to an individual learners needs, learning style or interestsWhat is Differentiated Instruction?Key Principles of a Differentiated ClassroomThe teacher is clear about what matters in subject matter.

The teacher understands, appreciates, and builds upon student differences.

Assessment and instruction are inseparable.

The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.

All students participate in respectful work.

Students and teachers are collaborators in learning.

Goals of a differentiated classroom are maximum growth and individual success.

Flexibility is the hallmark of a differentiated classroom.Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCDHow Does Research Support DI?Differentiated Instruction is the result of a synthesis of a number of educational theories and practices.Brain research indicates that learning occurs when the learner experiences moderate challenge and relaxed alertness readinessPsychological research reveals that when interest is tapped, learners are more likely to find learning rewarding and become more autonomous as a learner.

7when the learner experiences neither boredom or anxiety and when the learner is neither over- nor underchallenged.

Agenda June 26,2009Beginning our Journey10 Principles of a Successful ClassroomDifferentiation Overview power pointCenters How to sheets, Exit Cards, Special Child, Totally Ten, Powerful Facilitation, Instructional Strategies, Differentiation Grid, Student Responsibility Gum Drop HousesRubricsAssessment

OPTIONS FOR DIFFERENTIATION OF INSTRUCTIONTo Differentiate Instruction By ReadinessTo Differentiate Instruction By InterestTo Differentiate Instruction by Learning Profileadd or remove scaffolding vary difficulty level of text & equalizer adjustments (complexity, open-endedness, etc.supplementary materials adjust task familiarity vary direct instruction by small group adjust proximity of ideas to student experience encourage application of broad concepts & principles to student interest areas give choice of mode of expressing learning use interest-based mentoring of adults or more expert-like peers give choice of tasks and products (including student designed options) give broad access to varied materials & technologies create an environment with flexible learning spaces and options allow working alone or working with peers use part-to-whole and whole-to-part approachesVary teacher mode of presentation (visual, auditory, kinesthetic, concrete, abstract) adjust for gender, culture, language differences.useful instructional strategies:- tiered activities Tiered products compacting learning contracts tiered tasks/alternative forms of assessmentuseful instructional strategies: interest centers interest groups enrichment clusters group investigation choice boards MI options internet mentorsuseful instructional strategies: multi-ability cooperative tasks MI options Triarchic options 4-MATCA Tomlinson, UVa 97Planning LessonsFoundational to TransformationalConcrete to AbstractSimple to ComplexSingle Facet to Multiple FacetsSmall Leap to Great LeapStructured to Open-EndedDependent to IndependentSlow to Fast

ReadinessPlanning LessonsInterest Areas-Fine arts, athletics, travel, hobbies, etc.

Modes of Expression- oral, written, designed/built, artistic, service to community

Student InterestPlanning LessonsIntelligence Preferences

Culture-Influenced Preferences

Gender-based Preferences

Learning StylesAssessing Your StudentsDifferentiating in the Classroom By:*Readiness*Student Interest*Learning StylesDifferentiating By ContentConcept-based TeachingCurriculum CompactingUsing Varied test and resource MaterialsLearning ContractsMini-lessonsVaried Support Systems:Audio/Video/DVDCDs/CD-ROMSNote-Taking /Graphic OrganizersStudy GuidesPeer and Adult Tutors

Differentiating By Process Learning Logs Literature Circles Journals Graphic Organizers Role Playing Think-Pair-Share Learning ContractsJigsawModel MakingChoice BoardsLabsCenters

Differentiating By ProductTiered AssignmentsTotally TenDesign a Web PageDesign a GamePresent a Mock TrialPresent a Radio Program

Make a VideoDesign and Make CostumesWrite Letters to the EditorsDevelop a CollectionCreate Authentic Recipes Tiered InstructionTiered Activities are important when we want to ensure that students with different learning needs work with the same essential ideas and use the same key skillsTiered Instruction is a stairway providing access within the large building of learning.Bottom Floor Students with less readiness & fewer Skills. We move students UP the stairway to reach the appropriate challenge level. Within each tier there can be multiple small-group activities presenting different ways to learn.On certain floors there can even be multiple stairways or elevators as our students access higher learning levels differently and at different rates.Center TipsExpectations -Make sure students know how they are to move from center to center. Students should know what to do with finished work.System for what students should do when they are have a questionStudents should know if they can talk quietly or must be silentClearly communicate expectations for their center tasksAlways let students know you trust them to be responsible, active learners during centers.Organizing CentersWe need to be clear about where materials are located.Centers can be in a specific location or just in folders.Noisy centers should be away from where students are working quietly.

18Sticky notes, red light ectA Student who UNDERSTANDS Something canExplain it clearly, giving examplesUse itCompare and contrast it with other conceptsRelate it to other instances in the subject studies, other subjects and personal life experiencesTransfer it to unfamiliar settingsDiscover the concept embedded within a novel problemCombine it appropriately with other understandingsPose new problems that exemplify or embody the conceptCreate analogies, models, metaphors, symbols, or pictures of the conceptPose and answer what-if questions that alter variables in a problematic situationGenerate questions and hypotheses that lead to new knowledge and further inquiriesGeneralize from specifics to form a conceptUse the knowledge to appropriately assess his or her performance, or that of someone else.Adopted from Barell, J. (1995) Teaching for thoughtfulness: Classroom Strategies Exit Cards Exit cards are..

A quick and efficient way to informally assess whether students understand a concept that has been taught.

Written student responses to questions posed at the end of a class, learning activity, day or unit.

used at any grade level and every subject area

A vehicle for students to express in writing some of their thinking.

Help students condense or summarize.

Encourage deeper processing of the material.

Facilitate review of key ideas.

Exit Cards ContinuedExit Cards are useful to:

Act as a part of ongoing assessmentReveal important information about student understanding of a conceptDiagnose misconcept