HOW WE TEACH…

Presented by the Lane DI Team

Tabitha WebbAshley Barton

Daphne WhetselDonna HutchingsJennifer Arnold

Lea GriffisNicole Harrell

Presented by the Lane DI Team

Tabitha WebbAshley Barton

Daphne WhetselDonna HutchingsJennifer Arnold

Lea GriffisNicole Harrell

Teaching with student variance in mind A classroom so students have options for taking in

information, making sense of ideas, and expressing what they learned

Meeting kids where they are… not where we wish them to be!

Responsive teaching rather than one-size-fits-all teaching

Differentiation realizes that kids differ and effective teachers do whatever it takes to engage the whole range of children

Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.

New IEPs for all children; individualized instruction Tracking Constant group work Occasional variation of teaching style “On the spot” adjustments

Fairness is NOT giving everyone the same thing. Fairness is giving everyone what they need to grow.

The fact that students differ may be inconvenient, but it is inescapable.

The fact that differentiation occurs should never be a secret.

Discuss what the difference is between fair and equal and create a class definition of what “fair” is.

Ways to differentiate… Content – what

students learn Process – how they

learn it Product – how they

demonstrate what they have learned

Differentiation is based on a diagnosis of a student…

Interest - what students are interested in

Learning Profile – learning style, intellegence or environmental preferences along with gender & culture

Readiness – developmental readiness

Start with good curriculum Commit to on-going assessment

Use assessments to guide your instruction. You will know student progress. You can guide student success.

Students participate in respectful work in a respectful environment.Welcoming, safe, fair, emphasis on growth,

respectful of differences Flexible grouping

Do I even need to differentiate? What do you want students to know? What is the best area to differentiate in? What is KUD? Know – Understand – Do

KNOW – (bulleted list) facts, vocabulary, definitions, dates, places

UNDERSTAND – (I want students to understand that…) principles, generalizations, big ideas

DO – (begins with a verb) skills of literacy, numeracy, communication,

etc.

KnowCoin names and values

UnderstandWe can combine coins in different ways to

make the same amount of money.

DoCombine coins in more than one way to

make a set amount of money (ex: 40 cents)

Know Capital and lowercase letters Letter sounds

Understand Specific sounds correspond to letters in the

alphabet Words are composed of letters The alphabet gives us a way to communicate

Do Identify capital and lowercase letters Identify and apply beginning sounds of words

Bags on the TableScienceMath

Separate the paper strips into KUD.

KNOW(people, places,

dates, vocabulary, definitions, facts,

etc.)

KNOW(people, places,

dates, vocabulary, definitions, facts,

etc.)

BE ABLE TO DO

(skills, outcomes, behavioral

objective, etc.)

BE ABLE TO DO

(skills, outcomes, behavioral

objective, etc.)

UNDERSTAND THAT…

(big ideas, essential

understandings, principles,

generalizations, etc.)

UNDERSTAND THAT…

(big ideas, essential

understandings, principles,

generalizations, etc.)

KnowGeorgia habitatsGeorgia’s organismsThe 5 Regions of GeorgiaFeatures of green plantsFeatures of animals

UnderstandThere is a difference between the

habitats in Georgia.Features of the green plant allow them

to live and thrive.Each region in Georgia has distinct

characteristics.Features of animals allow them to live

and thrive.Habitats in Georgia can change.

DoDifferentiate between habitats in

Georgia.Identify features of green plants.Categorize characteristics of the regions

of Georgia.Identify features of animals.Explain what will happen if a habitat

changes.

KnowDecimalTwo-Digit NumberWhole NumberOperations (add, subtract, divide,

multiply)

UnderstandDecimals are part of the base-ten

system.The relative size of numbersThe order to read/write a decimalDecimals can be added and subtractedDecimals can be multiplied and divided

DoAdd one and two digit decimalsSubtract one and two digit decimalsModel multiplication of decimals by

whole numbersModel division of decimals by whole

numbersMultiply both one and two digit decimals

by whole numbersDivide both one and two digit decimals

by whole numbers

Follow directions from activity slip and instructions from Mrs. Whetsel and Mrs. Hutchins.

You will need:Activity slipPencilPaper

Standard: S4L1, S4L2 Where does this fit in the KUD Model?

I wanted them to know- Producers Consumers Decomposers Adaptations of animals

I wanted them to understand- Changes in the environment can affect a community Adaptations affect the extinction/survival of an organism

I wanted them to do- Identify the roles of consumers, producers, decomposers Demonstrate the flow of energy through a food web/chain Predict how changes in the environment would affect a

community Identify external features of organisms that allow them to

survive

How did I group them?? This lesson is tiered in CONTENT according to READINESS, with interest (drawing, fraction bars, etc.) in mind.

Key Concept: Students develop an understanding of fractions.

Students show parts of a whole.

Standard: M3N5 Where does this fit in the KUD Model?

I wanted them to know- Fractions

I wanted them to understand- You can represent fractions in more than one

way Two different fractions may have the same

representation (equivalent fractions) I wanted them to do-

Model fractional parts by shading, drawing, or fraction bars

Lesson tiered toward INTEREST. Students grouped by interest in zoos,

playgrounds, or basketball games. Each group is asked to come up with 5

ideas about what happens at their location.

What happens first? What else? The ideas are then arranged to tell a

story. Lesson retrieved from GA DOE Website.

• Strategies for Differentiating Instruction • by Julia Roberts

• Fair Isn’t Always Equal • by Rick Wormeli

• Differentiation: Simplified, Realistic and Effective • by Bertie Kingore

• Applying Differentiation Strategies K-2; 3-5, Secondary

• printed by Shell Education

www.differentiationcentral.comresources, lesson plans & discussion

rooms www.ascd.org

books, videos, online courses about differentiation

www.greenfield.durham.sch.uk/differentiation provides for a variety of needs and

includes links to other websites

Start with good curriculum Commit to on-going assessment

Use assessments to guide your instruction. You will know student progress. You can guide student success.

Students participate in respectful work in a respectful environment.Welcoming, safe, fair, emphasis on growth,

respectful of differences Flexible grouping

KNOW – (bulleted list) facts, vocabulary, definitions, dates, places

UNDERSTAND – (I want students to understand that…) principles, generalizations, big ideas

DO – (begins with a verb) skills of literacy, numeracy, communication,

etc.