planning for differentiated instruction
TRANSCRIPT
Planning for Differentiated Instruction
Senate Bill 1
“Meet Standards
not
Standardization”
Think Access to the Content
•What are the student barriers and what can I do to remove those?
Let’s Unpack!
Let’s Make Connections?RI 3.2 RI 3.9
Student Friendly Targets
Planning Guide
• Instructional Supports Providing just enough support so a student can do something that would otherwise be too difficult
• Think Zone of Proximal Development
• Scaffolding must be gradually removed so student can eventually demonstrate independence
Scaffolding Instruction
Scaffolding Strategies
• Activate prior knowledge
• Showing examples
• Modeling process
• Graphic organizers
• Preteaching vocabulary
• Questioning
• Providing feedback
2/24/2015
Varied Text/Input
• Leveled Readers/range of lexiles
• Adapting Textbooks
– Laminated book
– Substitute headings with questions
– Eliminate unnecessary info
• Audiotapes/Podcasts/Videos
I believe ________________________ is the best season.
Reason #1 Reason #2
I believe ___________________________
____________________________________.
I think this because_____________________
____________________________________.
Also, ________________________________
____________________________________.
All in all, _____________________________
____________________________________.
Paragraph Frame for Opinion Writing
• I like ______________ because ______________. The first reason I like ____________ is because ____________. The second reason I like ____________ is because ______________. In conclusion, I feel that ________________ is the best due to the fact _____________.
Unit Menu
Let’s Look at a Activity
• With your partner, look at the activity.
• How would you differentiate for students below reading level?
• How might you differentiate for students who have difficulty with comprehension?
