ppt on diffrentiation 1st aug'14

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  • What is differentiation.It is a response to the Needs of Diverse

    learners in a general classroom.

    By-Harjyot Malhotra, Edubridge International school, Mumbai.

  • https://daretodifferentiate.wikispaces.com/

    http://curry.virginia.edu/articles/carole-tomlinson-on-differentiation

    http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx

    http://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspx

    http://youtu.be/bApuBiitL8Q

    Experts: Carol Ann TomlinsonJay McTigheGrant Wiggins

    https://daretodifferentiate.wikispaces.com/https://daretodifferentiate.wikispaces.com/http://curry.virginia.edu/articles/carole-tomlinson-on-differentiationhttp://curry.virginia.edu/articles/carole-tomlinson-on-differentiationhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspxhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspxhttp://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspxhttp://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspxhttp://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspxhttp://youtu.be/bApuBiitL8Qhttp://youtu.be/bApuBiitL8Q

  • O

  • Differentiation for students in a Mixed Ability classroom-

    Students who are Twice Exceptional.

    Students who may have Learning differences.

  • What are the essentials in a Differentiated classroom-

    Clearsense ofcurriculum

    Know yourstudent.

    Do not compare students.

    Modify thecurriculum.

    Modifyassessment.

    Try to teachusing differentmodalities. .

    Understandstudentinterest.

    Begin fromstudentslevel.

    Partner withstudents.

    Acceptstudentdifferences.

    Student-centeredapproach.

    Clarity whilegivinginstructions.

    Understandstudentslearning style.

    Assessstudentreadiness.

    .Vary thecomplexityof instructions.

  • Differentiation takes place in the following areas-

    Content Process Product

    What is learnt. How it is taught. How it is evaluated.

  • CONTENT

    Clear scope and sequence of the curriculum.

    What we want our studentsto accomplish.,clear goals.by the teacher.

    Modify the content based on the readiness of the student.

    Understanding the students learning style-visual,kinesthetic,auditory.

    Student participates in respectful work.

    Teacher has to be Flexible.

    Understand andAppreciate your student.

    Modify content----Make sure the goal is achieved.

  • Process

    Different learning preferences will lead to different activities in the classroom.

    Tuning In-of new conceptwill be same for all students.

    Activating the learning-relate the new material to the previously mastered material.(KWL chart).

    Understand how student learns best-modelling, illustrations,role play,writing.

    Group activities-Pair students with similar strengths (as it is important to be motivated)

  • Product

    Teachers will have to be more flexible.

    Culmination product will have 4-5 different responses.

    This phase is of paramount importance as teacher will be able to gauge students knowledge.

    Most importantAssessment and content teaching always goes hand in hand.

    Students can demonstrate their knowledge in different ways-roleplay,multi media presentations,writing a report,research paper,illustrations,models.

    Knowledge acquired by a student should lead to Action.

  • So a quick recap-

    The teacher will have to- Constantly modify classroom organization, curriculum, instructional methods.

    Teacher and student relationship is critical- Positive relationship of understanding and appreciation. Complete knowledge of students learning style. Knowledge of students previous knowledge. Flexibility.

  • Strategies for Differentiation-

    Agendas

    Tiered Activity Centres Stations Orbital

    Studies

    LearningContracts

    Entry points Think-Pair- Share. .

  • Essentials for Tiered Instructions-

    Know the learning style of your student. (kinesthetic,visual,auditory). Know your students learning profile-area of interests,

    hobbies. Know your students readiness.

  • Tiered instructions-

    Necessities for tiered instructions- Students readiness-does the

    student have existing knowledge of the topic.

    Students learning style. Students learning profile. Teacher needs to identify the

    key concept and what does she want the student to learn at the end.

    Decide tiering-Content, Process. Evaluation.

    What are tiered instructions- The students work in a teacher

    assigned group according to the chosen tier.

    (The tier is created keeping in mind level of understanding of the topic).

    The students usually work in a group,the group size varies too.

    If the groups are tiered appropriately it shows that the teacher has good understanding of her students.

  • The teacher can create a pyramid in her mind and allot children to different layers based on the level of their understanding and complexity.The teacher visualizes the lesson and tries to understand whether it will suit the highly advanced students and be to complex to the less advanced.

    Create different versions of the lesson based on different group needs ranging from highly advanced to average and less advanced.

    Sometimes 4-5 versions may have to be created.Important - Here we make sure that students with different learning needs learn the same essential ideas with different levels of understanding,complexities and abstractedness.

  • When tiering is based on learner profile-include an activity student is interested in while tiering.(Ashekas workshop).

    Tiered instructions do not mean a difference in quantity but quality. No group should be doing practising worksheets when another group is

    doing hands on. The activities have to be continuously challenging and developmentally

    progressive. Have anchoring activities ready. Example-Students need to research Why organisms react to environmental change.Teacher

    will allot reading material based on students level of reading which includes understanding and comprehension.

  • Example- Students need to research Why organisms react to environmental change.

    Step 1-Teacher will allot reading material based on students level of reading which includes understanding and comprehension.Step 2- Students will then show their understanding by writing,role play,illustration,ppt.Step 3- The teacher then has all her students sitting in a circle(eye ball activity),where she asks students Questions (formative assessment)or like a quiz,class discussion etc.

    The above is going to let the teacher know how each student has mastered the topic.

  • Centres-

    Essential agreements with the students- Teachers models activity at each centre before students start. The teacher usually walks arounds and scaffolds activities when required. Scaffolding is essential as students may not be able to accomplish without

    teacher assistance. Variety of signals can be used to tell students that they have to change

    centres. Have students academically engaged and they should be able to apply the

    knowledge they have learnt. Teachers may create different centres example-science,maths,art etc

  • Continued-

    Tasks are more exploratory. Create interest centres,designed to motivate students to explore topics. Create learning centres which is an area that contains collections of

    activities or materials designed to teach or extend a students learning. Teachers have clear goals and lead the students towards the same. Provide directions clearly and slowly. Include activities from simple to complex,concrete to abstract and open

    ended. Use a recording system to monitor the task and the quality level. Be careful with transitions.

  • Stations- Both centres and stations are involved around arranging the environment,

    as we know this can be very motivating. The main difference between centres and stations is that stations work in

    concert with one another,while centres are distinct. Though all students do visit every station,the activities greatly vary on

    which student will visit the station. Students can vary day to day based on who will rotate there. Not all students need to spend the same amount of time in each station. They can be created in different parts of the room,it can be distinguished

    by signs,symbols or teachers. It can involve both formal and informal learning.

    Cubing-why,what,where,when,which,why

  • Think-Pair-Share.

    https://www.youtube.com/watch?v=-9AWNl-A-34

  • Orbital Studies-

    It can be done individually or in small groups. This strategy is usually practised in Middle or High school. It is usually for a short term duration 3-6 weeks. Students are allowed to choose their own