differentiated instructional strategies

Click here to load reader

Post on 23-Feb-2016

31 views

Category:

Documents

0 download

Embed Size (px)

DESCRIPTION

Differentiated Instructional Strategies. Katie Snyder and Colleen Raiber. Standards provide the base. Teachers Build Opportunities!. Teach DIVERSE LEARNERS. We believe… All children can learn. We know… Students can learn more than they are learning. - PowerPoint PPT Presentation

TRANSCRIPT

Slide 1

1Differentiated Instructional StrategiesKatie SnyderandColleen Raiber

12Teach DIVERSE LEARNERS Standards provide the base. Teachers Build Opportunities!

23We believeAll children can learn.We knowStudents can learn more than they are learning.The reality is Learners learn what they want to learn!34THE DILEMMA!How does a teacherreach the needs of every student?

45What do you have to teach?STUDENTSSTANDARDS

56

to best teach the standards and this group of studentsRESOURCESare Selected67The MissionDevelop Students who are Self- Directed Learners.

78What do you want to gain from this class? Write down your individual needs/wantsList one need per sticky noteDisplay on wall, table... Group common needs/wantsTop 3 for your group

8

10 Minute Break10

1011

Differentiation is a PhilosophyDo you believe?

All people have areas of strength.All people have areas of weakness.Every brain is as unique as a fingerprint.Each student brings their prior knowledge and experiences to a new learning situation.Emotions impact learning.Learning is a lifetime journey.All students can learn.1112C. Illustrate and label the metaphor.A. Brainstorm: What is differentiated instruction?B. Differentiated Instruction is like ___ because.( 3 to 5 ways)Define It!1213

What can be differentiated?

Content Assessment ToolsPerformance TasksInstructional Strategies One size does not fit all!

1314

What can be Differentiated? Group Jigsaw

Make a grid.Form a group of four.Number off and assign 1 2 3 4.Read (page 3) and take notes.Add personal comments and uses.Report findings to the group.Discuss and reflect.

1415What can be Differentiated?1. Content2. Assessment3. Performance Tasks4. Instructional Strategies1516Differentiated Instruction A Timely ApproachLiteracy AssessmentVocabulary BuildingBrain Based LearningImplementing TechnologyUnderstanding by DesignReaching the At-Risk StudentEnriching the needs of the High-End Learner

and many more!ProfessionalDevelopment1617 A StrongPre-AssessmentIs An EssentialTOOL

17

Why Pre-Assess?To find out:What the student already knowsWhat standards, objectives, concepts, and skills the student understandsHow to set up flexible groups: TAPSWhat requires re-teaching or enhancementAreas of interests and feelingsWhat further instruction and opportunities for mastery are needed

19Pre-Assessment Squaring OffDirt RoadPaved RoadYellow Brick RoadHighway

19As you are getting settled, please read pages 47 53Create a 2-sided true/false card (materials are available at your tables)Get ready for some sweet trivia Welcome Back!TrueFalse22A. Basic Knowledge or Competency LevelsB. What does each group need to learn next?Adjustable Assignment23What are they?1.Quality assignments that allow teachers to help students focus on essential skills and understanding of key concepts. 2.Adjustable assignments recognize that students are at different levels of readiness, interests, and complexity. Adjustable Assignments

24Why do we use Adjustable Assignments?Begin on the learners level Allow for variation in learning modalitiesChallenge at the appropriate level Create a feeling of I can do this.

CLC, Inc. Chapman, King 200825Adjustable Model Planning GridForm Interests Groups Pick a standard that is difficult to teach.Choose a pre-assessment and write it on a sticky note.Predict the current knowledge/skill base at each level in the A section.Generate what students need to know next at each level in the B section.

26Adjustable AssignmentMoney BasicsCounts by 1s, 5s, and 10s.Knowscoins are money.

Identify coins.Can count coin patterns.Can put in order.Knows values of each.Recognizes and counts coins and dollars.Able to make change.What does each group need to learn next?High Degree Approaching MasteryBeginningOf Mastery

27How will you pre-assess the knowledge base?What does the learner know?What does the learner need to learn next?28Adjustable AssignmentMoney BasicsValuesOrderPatterns

Counts by 1s, 5s, and 10s.Knowscoins are money.Identify coins.Can count coin patterns.Can put in order.Knows values of each.Recognizes and counts coins and dollars.Able to make change.B. What does each group need to learn next?Learn to make changeLearn more money combinationsLearn more about money as a consumer.High Degree of Mastery Approaching MasteryBeginning

29REMEMBER!

You cannot adjust every assignment.Keep challenging!ZAP the Gaps!GRADELEVEL32Learning Climate CycloramaDevelop self-efficacy.Process InformationMotivate Turned-off Learner.Maintain Rules and Procedures.

Develop Social Skills.Create a Safe Learning Environment.Use Music.Celebrate Learning.32CLC, Inc. Chapman, King 200833Presentation Time!Review poster content and select favorites.Add missing pieces. Decide which three to present.Decide how to present the information. Everyone must take part in the presentation!5. Present and celebrate!33CLC, Inc. Chapman, King 200834 You taught the information.Did the students learn the information?

34CLC, Inc. Chapman, King 200835State of FlowCsikszentmihalyi Not BoredNot FrustratedWhen the Mind is Challenged35CLC, Inc. Chapman, King 200836The World of Opportunity Views Of You!

36CLC, Inc. Chapman, King 200837Views of You!A. Learning StylesB. Gregorcs Thinking StylesC. Myers-BriggsLearning StylesD. Objects and YouE. GardnersMultiple IntelligencesF. Reflections37CLC, Inc. Chapman, King 200838A. Learning Styles___ VISUAL___ AUDITORY___ TACTILE38CLC, Inc. Chapman, King 200839

B. Gregorcs Thinking Styles

Concrete Random ThinkersYearn to experiment.Find alternate ways to do thingsNeed to make choicesConcrete Sequential ThinkersIdentify through their sensesRequire structure and organizationNeed systematic procedures and stepsAbstract Sequential ThinkersAre rational, logical thinkersInvestigate and analyzeNeed time to examine and investigate new ideas

Abstract Random ThinkersIdentify with feelings and emotionsInteract with others, then make decisionsLearn in centers and groups.

39CLC, Inc. Chapman, King 200840C.The Myers-Briggs ModelSelf-Expressive LearnersWant innovative, creative teachersNeed choices

Mastery LearnersWant direct instructionNeed time to practiceSeek MasteryUnderstanding LearnersWant information Need evidenceNeed to analyze

Interpersonal LearnersWant content link to their worldNeed relevance

40CLC, Inc. Chapman, King 200841Clipboard

Microscope

Puppy Beach Ball

D. Objects and You41CLC, Inc. Chapman, King 200842E. Gardners Multiple IntelligencesAfter completing the bar graph, write your threeor four areas of strength in Box E.

42CLC, Inc. Chapman, King 200843Differentiate InstructionalStrategies.

Label the activities, not students.

43CLC, Inc. Chapman, King 200844AHAs!Choose the way from the Choice Board.Take materials, find a comfy spot to reflect for 15 minutes.

44CLC, Inc. Chapman, King 200845Reflection Time Choice Board Reflections for Chapter 2Page 20-21 Reflections for Chapter 3Pages 44-45 Make your own 4-6 Reflection Questions.

45CLC, Inc. Chapman, King 200846Reflection SharingGather your notes, portfolio, and reflection questions.Join your interest group.Share your AHAs and findings.Take notes during the sharing.46CLC, Inc. Chapman, King 200847

A. Basic Knowledge or Competency LevelsGregory and Chapman, 2001 23B. What does each group need to learn next?Adjustable Assignment47CLC, Inc. Chapman, King 200848What are they?1.Quality assignments that allow teachers to help students focus on essential skills and understanding of key concepts. 2.Adjustable assignments recognize that students are at different levels of readiness, interests, and complexity. Adjustable Assignments

48CLC, Inc. Chapman, King 200849Why do we use Adjustable Assignments?Begin on the learners level Allow for variation in learning modalitiesChallenge at the appropriate level Create a feeling of I can do this.

49CLC, Inc. Chapman, King 200850

Model Exploration

Adjustable AssignmentModel

CurriculumCompactingModelProject ModelProblem-BasedModelContract Model

Sharing Notes50CLC, Inc. Chapman, King 200851Adjustable Model Planning GridForm Interests Groups Pick a standard that is difficult to teach.Choose a pre-assessment and write it on a sticky note.Predict the current knowledge/skill base at each level in the A section.Generate what students need to know next at each level in the B section.

285152Adjustable AssignmentMoney BasicsCounts by 1s, 5s, and 10s.Knowscoins are money.

Identify coins.Can count coin patterns.Can put in order.Knows values of each.Recognizes and counts coins and dollars.Able to make change.What does each group need to learn next?High Degree Approaching MasteryBeginningOf Mastery

52CLC, Inc. Chapman, King 200853How will you pre-assess the knowledge base?What does the learner know?What does the learner need to learn next?53CLC, Inc. Chapman, King 200854Adjustable AssignmentMoney BasicsValuesOrderPatterns

Counts by 1s, 5s, and 10s.Knowscoins are money.Identify coins.Can count coin patterns.Can put in order.Knows values of each.Recognizes and counts coins and dollars.Able to make change.B.What does each group need to learn next?Learn to make changeLearn more money combinationsLearn more about money as a consumer.High Degree Approaching MasteryBeginningOf Mastery

54CLC, Inc. Chapman, King 200855REMEMBER!

You cannot adjust every assi