Differentiate to make a difference

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Post on 02-Jul-2015

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Teacher Preparation requires that we prepare educators for the reality of the diversity they will meet in the classroom.

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<ul><li> 1. DIFFERENTIATE TO MAKE A DIFFERENCE TWO MINDS ARE BETTER THAN ONE</li></ul> <p> 2. GOOD TEACHERS Always used Differentiated Instruction in the classroom. Think about a classroom you experienced where 3. THE TEACHER Valued your participation Gave you opportunities to demonstrate your knowledge Fairly assessed the learning for all students It Felt comfortable right?? 4. IN A CO TEACHING SITUATION This magnifies for students Learning Styles are valued to a greater degree Students feel like they have more options and choices for demonstrated knowledge 5. WHAT IS DI?? Differentiation is a teachers response to a learners needs guided by three general principles.Teachers need to: create Respectful Tasks manage Flexible Grouping utilize Continual Assessment 6. TEACHERS CAN DIFFERENTIATE BY: Content Level of abstraction / depth to which students are held accountable. (core for all)Process Multiple options for making sense of the ideasProduct Multiple options for expressing what they know 7. WHEN YOU Dine out you are offered a menu. When you shop you choose the item that best suits your need. When listening to the news you choose thestation you prefer. 8. IN A COLLABORATIVE CLIMATE.. All students needs are accounted for Students are given a Range of Choices and Options for Products Assessment is a shared task giving teachers choices as well.. 9. PROJECT BASED LEARNING HOW MANY TO CHANGE A LIGHT BULB?? 10. PBL .HOW EASY IS THIS TO DO WITHOUT SUPPORT?? 11. 21ST CENTURY SKILLSDIGITAL NATIVES REQUIRE NEW IDEAS.. 12. NOW ASK YOURSELF.. In putting the content into this context would it not be easier with two or more heads putting this together and assessing the products?? Lets talk 13. RESPONSE TO INTERVENTION 14. RTI Establish instructional intervention programs based upon classroom based data gathering and behavior monitoring. Intensive instructional intervention(6-8 weeks, no longer than 12) should be documented and monitored. Gather the information needed to make an informed decision. Three Tiers represent the level of intervention and service to students. 15. HOPEFUL.. In the past ELL/SE would wait for language developments to catch up and then be referred for identification. Now.. Interventions can be applied, documented and can sort out language variability and disability in a more efficient manner. 16. THESE NEW PARADIGMS Require collaborative thought Require Teachers to Team up to share and consolidate ideas.. Require that shared knowledge and expertise will be utilized to assist all learning..</p>