pre-webcast procedures have paper and pen/pencil handy. reflect/write your definition of...
TRANSCRIPT
Pre-Webcast Procedures
•Have paper and pen/pencil handy.
•Reflect/Write your definition of “differentiated instruction.”
•Set a personal/professional goal for this webcast.
HET: The Model for
Differentiating Instruction
Highly Effective Teaching: Sue Pearson
HET:
A Model for Differentiating
Instruction
What is Differentiat
ed Instruction?
HET Differentiat
es Instruction
Differentiating
Instruction: Strategies
How would you define*
differentiated instruction?
Differentiated instruction happens when you consistently and proactively create different pathways to help all your students be successful!
Why Differentiate?
•Unique brain in each student’s head
•Wide range of abilities in each class
•Gender research•State mandates•Time crunch!
Goals of Differentiated
Instruction Build relationships w/students Provide rigor and relevance for
all Maximize each student's growth Offer different learning
experiences in response to students' varied needs (Tomlinson, 2000).
Absence of Threat/Nurturing Reflecting
Thinking
Meaningful
ContentAdequat
e Time
Enriched Environme
nt
Immediate
Feedback
Movement
Choices
Collaboration
Mastery/Applicati
on
BODYBRAIN COMPATIBLE ELEMENTS SUPPORT
DIFFERENTIATION
© H.E.T. 2007
Differentiating Instruction:
4 FOCUS AREAS• Engagement• Questioning• Flexible Grouping• Assessment
☺HET Differentiation processes/strategies
Differentiation through
ENGAGEMENT•Brain information☺•LG/LS☺•Procedures☺•Agenda☺•Surveys:
Temperament/personality, Interest, MI☺
Sample Inventory Questions
• I am safe.• I have fun learning.• I like this school.• My teacher cares about me.• My teacher listens to my ideas.• My teacher believes I can learn
• SAMPLE SURVEY: http://tinyurl.com/35ld5eb
Clock Partners☺
Daily Appointment Calendar for
Name_____________________
8:00 A_____________
9:00 A_____________ 10:00 A_____________ 11:00 A_____________ 12:00 P_____________ 1:00 P_____________ 2:00 P_____________ 3:00 P_____________
4:00P______________
5:00P______________ 6:00 P_____________ 7:00 P_____________ 8:00 P_____________ 9:00 P_____________10:00P ____________11:00P ____________
THAT’S ME!Finding commonalities is a brain-
compatible way to make the brain feel safe.
Listen to my statement. If that statement is true for you, stand
and say “That’s me!”
Variation: Teacher makes statements relating to topics of study. . . “I can name 3 states of matter.”
Yearlong Research Project☺
• Select a topic of personal interest (can be within or out of grade level curriculum)
• Create something new with the information.
• Present to class, parents, other classes• Teach research skills• Provide one hour weekly as group-other
times when work is completed (3C’s)• Offer presentation projects using MI• Share at year-end celebration!
Time to ChooseWhich engagement strategies will you use to provide differentiation?
•Clock/Appointment Partners☺•That’s Me•Yearlong Research Project☺
Differentiation through
QUESTIONING•Teacher and Students•Safe to ask/post☺•Closed/Open Questions•Use as assessment tool•Bloom’s Taxonomy☺•Model higher level thinking questions-variety is key!☺
• Evaluation:
– Why do you agree/disagree?
• Synthesis:
– How would you create a…?
• Analysis:
– How is this alike/ different from…?
• Application:
– How could you use…?
• Comprehension:
– Given ___ what would you predict___?
• Knowledge:
– Who, what, when, where is___?
Bloom’s Taxonomy☺
Park your questions here!
Going Around in My Brain
•Enlarge to poster size.
•Laminate.
•Students post their questions on Post-it notes to the chart.
•Assess/Discuss
GIVE ME !
•Meet with _____ appointment partner.
•Students touch own hands as they share information about the story they just read.
•Model with book. Give graphic organizer and ask students to fill in their own answers to the questions.
•Give students hand organizer to complete.
*Note: Organizer may be filled out before or
after meeting w/partner.
Give Me Five!
What mental picture do I see?
What does this remind me of?
What do I know now, even though I wasn’t given the info in the text?
What might happen next?What was this mostly about?
Time to ChooseWhich questioning strategies will you use to provide differentiation?
•Hot Questions☺•Parking Lot•Going Around in My Brain
•Give Me Five
Differentiation through FLEXIBLE
GROUPING• Planned/Random• Whole group• Partners/Triads/Quads☺• Learning Club☺• Small groups-varying degrees of
readiness• Small groups-like readiness• Interest groups☺• Independent☺
Groups-Accountability
• Teach collaborative strategies• Set agreements • Mingle as groups are working• Daily reflection• Individual/group evaluation*Other considerations: try all
boy/girl groups-brain research (Michael Gurian)
Group Roles☺• Leader: facilitates; keeps group
going• Timekeeper: monitors time• Materials Manager: Gets materials• Recorder: Summarizes group work
in writing• Reporter: Summarizes group work
orally• Scout: Seeks info from other
groups• Encourager: Cheerleader for group
Brainstorming: A to Z☺
1. For a singular topic; develops vocabulary.
2. Develop a list BEFORE reading; generate ideas, make connections to what they think will be in the content.
3. Review content: after completing a lesson/unit, invite students to work w/clock partner. Create list of words all words related to that topic.
Brainstorming A to Z
A: angleB____________C: circleD___________E___________F___________G___________H___________I____________
J____________K____________L____________M____________N____________O____________P____________Q____________R____________
S____________T: triangleU____________V____________W___________X____________Y____________Z____________
Topic: Geometry
Numbered Heads Together☺
• Put students into groups of 4.• Count off 1, 2, 3, 4.• Pose question/raise issue for discussion• Put heads together; provide process time;
make sure everyone knows the answer.• When you call out a number, that person in
each group will stand (try spinner).• Call on one student for an answer or ask for
a choral response.
Multiple Content Areas and grade levels-Kagan; Cooperative Learning 1999
4-6-8 CHARACTERS SETTINGS EVENTS
1. Harry Potter2. Hank the
Cowdog3. Fudge4. Wilbur
1. in school2. at the football
game3. at the movies4. in the park5. at the mall6. at the beach
1. losing money2. getting scared3. hanging out4. having a party5. going skating6. playing ball7. finding cash8. seeing friend
Time to ChooseWhich flexibility strategies will you use to provide differentiation?
•Group Roles/Reflection☺•A to Z: Brainstorming☺•Numbered Heads Together☺•4-6-8
Differentiation through ONGOING
ASSESSMENT• Guides and drives instruction• Assess before, during and after
instruction• Provide numerous opportunities for
students to demonstrate understanding in a variety of formats
• Give timely feedback• Discuss correct and incorrect
information
HET Inquiries☺• Support both steps in two-step
learning-pattern to program building.
• Support the “key” points• Connect to prior experiences
and skills• Offer differentiation & choice• Allow students to see, practice
and apply concepts and skills in real-world context
Brain Basics: Assessment
The brain:• Needs 29-50 times of doing
something (pattern) before it becomes a program (repeatable at will)
• Needs immediate feedback-e.g., homework, class work, tests
• Wants to know what is being assessed
• Should be assessed on what is valuable learning for life
GREETINGS the 4-H WAY☺
• Assess 1st thing in morning
• Reset their brains – acknowledge how they feel
• Australia-quiet area, executive timer, guest book, music (40-60- beats per minute)
Would you like a
Handshake,Hug,
High FiveOr
How would you like to be greeted?
According to Howard Gardner…
• An intelligence isn’t strong or weak; it is developed or less developed.
• One can develop a less developed intelligence.
• The Intelligences are used to solve problems and produce products.
• They provide opportunities for us to give information out-not take it in!
Multiple Intelligences☺
http://surfaquarium.com/Mi/inventory.htmKids: http://tinyurl.com/n6xopw
Mind Your Own Business
• Invite students to design their own business cards (index card/real cards)
• Post expertise in academic & non-academic areas. Identify LG/LS strengths.
• Add clip art.• Hand out or post.*Note: Can make REAL business cards or facsimile
Sample Business Cards
Line Up!
Pre-assessment
I know a lot about this topic
I know something about
this topic
I know little or nothing
about this topic
Line Up!
Pre-assessment
I know a lot about this topic
I know something about
this topic
I know little or nothing
about this topic
Signal Cards!• Use 3 index cards (5X8) per
student.• Label one “YES”, one
“MAYBE” and one “NO”.• When you ask a question,
students hold up card that indicates whether or not they know the answer.
• Call on students with “YES” cards to hold them accountable.
YES
NO
MAYBE
Time to ChooseWhich assessment
strategies will you use to provide differentiation?
• MI Surveys☺• Mind Your Own Business• Line up!• Signal CardsYES
CLOSURE!Reflect on:•Your original per./prof. goal
•Strategies you chose•Final Quotation
“I never teach my pupils. I only
attempt to provide the conditions in which
they can learn.”
To Quote Einstein . . .
Resources
Betty Hollas
Vicki Gibson
&
Jan Hasbrouck
Diane Heacox
Free Spirit Publishing
Next Webinar~June 17
HET: Citizenship Teaching and Using the Lifelong Guidelines
and LIFESKILLS IN and OUTSIDE of the
Classroom
Differentiate Learning:Ten Take-Away
Tips
Tip 1: Various Forms of Media
• White/Smart boards• Digital cameras• Audio clips• Animations• Net books• Cell phones (surveys)• Digital books (Kindle, etc.)
Tip 2: Use Immediate Feedback
• Remote response systems (clickers)
• Cell phones (surveys)• Computer software programs
that quickly diagnose trouble areas and reroute students
• Customize lessons for specific students
Tip 3: Give Students Options
• Remote response systems (clickers)
• Cell phones (surveys)• Computer software programs
that quickly diagnose trouble areas and reroute students
• Customize lessons for specific students
Tip 4: Automate Basic Skill Practice
• Use software for basic skill practice
• Software can identify specific weaknesses
• Teacher reviews daily and assigns lessons based on those reports
Tip 5: Teach Independent Work Skills
• Set kids up to work alone or in groups
• Provide clear expectations• Write procedures for
social interactions• Practice! Practice!
Practice!
Tip 6: Create Weekly Lists
“Must do” and “May do”• Offer an array of
different, personalized tasks to do
• “What to do When You are Done” list
• Yearlong Research Project
Tip 7: Pretest Student Knowledge
• Assess prior knowledge-formative
• Use results to help guide and/or tailor lessons for students
• Can be as simple as “Thumbs up” – “Thumbs down”
• As rigorous as a one-on-one conversation
Tip 8: Be Flexible When
Plans Go Awry• Expect the unexpected• Model problem-solving skills• Invite students to come up
with alternatives• Power outages-no technology!• Every experience is a
learning experience.
Tip 9: Let Students Drive
• Put tech tools in kids’ hands
• Work at own pace• Use skills they know and
develop new ones• Discover ways to work
around challenges
Tip 10:Share the Work of Differentiating
• Work as a team to create lessons or
• Divide up the tasks• Select who will write lessons
for above higher-skilled kids, lower-skilled kids, etc
• Meet via technology if no time for person-to-person