david chung valencia h.s. pylusd email: [email protected]
TRANSCRIPT
David ChungDavid ChungValencia H.S.Valencia H.S.
PYLUSDPYLUSD
Email: Email: [email protected]@pylusd.or
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Differentiating Differentiating InstructionInstruction
TIERED ASSIGNMENTSTIERED ASSIGNMENTS
IntroductionIntroduction
David ChungDavid ChungValencia H.S.Valencia H.S.
PYLUSDPYLUSD
Email: Email: [email protected]@pylusd.or
gg
You
-A Quick Survey
-Expectations
Differentiating Differentiating InstructionInstruction
TIERED ASSIGNMENTSTIERED ASSIGNMENTS
IntroductionIntroduction
AGENDAAGENDA1.1.Workshop Workshop ObjectivesObjectives
2.2.Tiered Lesson Tiered Lesson DesignDesign
3.3.Guided Practice Guided Practice
4.4.Reflections Reflections
WORKSHOP OBJECTIVE
•All participants All participants will develop an will develop an understanding of understanding of differentiationdifferentiation
WORKSHOP OBJECTIVE
•All participants All participants will develop a will develop a differentiated/tierdifferentiated/tiered assignment to be ed assignment to be used immediately used immediately for class.for class.
TIERED ASSIGNMENTSTIERED ASSIGNMENTS
• intellectually intellectually rigorousrigorous
• standards standards relevantrelevant
TIERED ASSIGNMENTSTIERED ASSIGNMENTS
•flexibleflexible to to student student readiness/needs/readiness/needs/learning levelslearning levels
TIERED ASSIGNMENTSTIERED ASSIGNMENTS
•allows teachers to allows teachers to find ways to find ways to engageengage students in the students in the learning task learning task required in an required in an academic discipline.academic discipline.
California Standards for California Standards for the Teaching Profession the Teaching Profession
1.0 Engaging & Supporting 1.0 Engaging & Supporting ALL Students in LearningALL Students in Learning
• 1.2 Use of a variety of instructional 1.2 Use of a variety of instructional strategies & resources to respond to strategies & resources to respond to students’ various needsstudents’ various needs
• 1.3 Facilitate learning experiences that 1.3 Facilitate learning experiences that promote autonomy, interaction, & choicepromote autonomy, interaction, & choice
• 1.4 Engage students in problem solving, 1.4 Engage students in problem solving, critical thinking, & other activities that make critical thinking, & other activities that make subject matter meaningfulsubject matter meaningful
California Standards for California Standards for the Teaching Profession the Teaching Profession
3.0 Understanding & 3.0 Understanding & Organizing Subject Matter Organizing Subject Matter for Student Learningfor Student Learning
• 3.2 Organize curriculum to support student understanding of subject matter
• 3.4 Develop student understanding through instructional strategies that are appropriate to the subject matter
California Standards for the California Standards for the Teaching Profession Teaching Profession 4.0 Planning Instruction & 4.0 Planning Instruction &
Designing Learning Designing Learning Experiences for all StudentsExperiences for all Students
•4.1 Draw on and value 4.1 Draw on and value students’ backgrounds, students’ backgrounds, interests, and developmental interests, and developmental learning needslearning needs
•4.5 Modify instructional 4.5 Modify instructional plans to adjust for student plans to adjust for student needsneeds
Key QuestionKey QuestionHow can we meet the needs and interests
of all of our students while helping them
successfully meet content standards?
Think About Think About Your Most Your Most
Underachieving Underachieving Student.Student.
Compare her/him Compare her/him to Calvin.to Calvin.
Consider Calvin Consider Calvin
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Describe the Describe the “educational “educational
experience” of experience” of ________________
DIFFERENTIATIONDIFFERENTIATIONMULTIPLE MULTIPLE
OPTIONS forOPTIONS for•INFORMATIONINFORMATION
•IDEASIDEAS•EXPRESSIONEXPRESSION
DIFFERENTIATION
•Modifying curriculum Modifying curriculum or instructionor instruction•Based on differences Based on differences in studentsin students
DIFFERENTIATION
•Different Routes toDifferent Routes to–What students learnWhat students learn–OPPORTUNITIES through OPPORTUNITIES through which students make sense which students make sense of concepts & skillsof concepts & skills–HOW students DEMONSTRATE HOW students DEMONSTRATE & EXTEND what they’ve & EXTEND what they’ve learnedlearned
DIFFERENTIATIONDIFFERENTIATION
1.1.Content-subject Content-subject mattermatter
2.2.Process-making Process-making sensesense
3.3.Products-Products-expression, expression,
proving behaviorproving behavior
•ConceptsConcepts•IdeasIdeas•VocabularyVocabulary•SkillsSkills
CONTENTCONTENT: Subject: Subject
• SkillsSkills• TasksTasks• ActivitiesActivities
• APPLICATIONSAPPLICATIONS– Bloom’s Taxonomy Bloom’s Taxonomy applied to assignmentsapplied to assignments
PROCESSPROCESS: Making : Making sensesense
• ProjectsProjects• Final productFinal product• Applications:Applications:– Project MenusProject Menus– RubricsRubrics
PRODUCTPRODUCT: Proving : Proving BehaviorBehavior
LESSON PLAN•Area of Study•Tiered•Product
•Resources•Thinking Skills•Depth/•Complexity
LESSON PLAN•Content Standards
•Skills Needed•Product
Differentiate Differentiate Instruction by Instruction by modifying your modifying your assignmentsassignments
TIERED ASSIGNMENTSTIERED ASSIGNMENTS
Template…Template…
PUTTING ALL PUTTING ALL TOGETHERTOGETHERLesson
Design:Tiered Assignments via TEMPLATE
ClosureClosure
Real PearlsReal Pearls
David ChungDavid Chung
WEB: WEB: www.vhstigers.org““Teachers”Teachers”
““Mr. David Chung”Mr. David Chung”
““Teachers/Parents”Teachers/Parents”
Email:Email: [email protected]@pylusd.org