success for all middle school students through differentiated instruction national middle school...
TRANSCRIPT
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Success for ALL Middle School Students Through Differentiated Instruction
National Middle School Association Conference
Philadelphia, PANovember, 2005
David Vawter, [email protected]
Richard W. Riley College of Education,Winthrop University
Rock Hill, South Carolinahttp://coe.winthrop.edu
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Differentiated Instruction
The Highest Level of Teaching
(Founder: Carol Ann Tomlinson)
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Why Differentiation? Block Scheduling 180 (+)Teaching Strategies Learning Preferences 10-Year Reading
Span
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Why Differentiation?
Eight (+) Intelligences Personality Styles Brain Compatible Instruction Hemisphericity Many years of secondary school
teaching
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The Changing Classroom Population Changes Cultural Changes Inclusion
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Differentiation: A Definition
Teaching Different Students Differently
By Altering:Readiness, Interest, Learning
PreferenceOr
Content, Process, or Product
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What Differentiated Instruction is NOT Not Individualized Instruction Not Hands Off Not a way to track students
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What Differentiated Instruction IS Proactive Based on Good Assessment Based on Multiple Approaches Student Centered Combines whole-group, group, and
individual Instruction
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The Foundation of Differentiated Instruction Learners need to make their “own”
meaning of content Learning is best when content is
“powerfully organized” Learning is best when it matches
where learners are and then takes them a bit farther.
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The Foundation of Differentiated Instruction Students have a wide range of:
abilities and skills interests intelligences.
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The Bottom Line: You can Differentiate by altering for Readiness Interest Learning Profile Content Process Products A combination of any of the above.
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Some Specific Examples Mr. Erikson: Oregon -Science Mr. Hotstedder: Dayton VA: Math Mr. Lee: Waynesboro VA: S.S. Gail Vawter: Science and Reading Ms. Morrow: Furman S.C. L.A. Londonderry Middle School: NH
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The Bottom Line: You can Differentiate by altering for Readiness Interest Learning Profile Content Process Products A combination of any of the above.
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Instructional Strategies Honoring Differences Student Interest Process Product
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Martin Luther King, Jr. 420 Lola SchaeferMartin Luther King, Jr. 450 Pamela WalkerYoung Martin Luther King, Jr. 550 Joanne MatternMartin Luther King, Jr.: 590 Patricia McKissack
Man of PeaceI Have a Dream 680 Margaret DavidsonThe Life & Words of MLK, Jr. 700 Ira PeckIf You Lived at the Time of MLK810 Ellen LevineMartin Luther King 890 Rosemary BrayAssassination of MLK, Jr. 930 Conrad SteinMLK, Jr. & the Freedom 990 Lillie PattersonMovementMLK, Jr.: The Peaceful 1040 Edward Clayton
WarriorThe Day MLK, Jr. Was Shot 1140 Jim HaskinsWhat Manner of Man: A 1190
Biography of MLK, Jr. Lerone Bennett
Leveled Books on Martin Luther King, Jr.
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Dunc and Amos Series 450-680White Fox Chronicles 600Escape from Fir Mountain 630Transall Saga 630**Mr. Tucket 830Tucket’s Gold/Home 870Dogsong 930Tracker 1010Hatchet 1020Brian’s Winter 1140The Night the White 1250
Deer DiedThe Rifle 1480
Leveled Books by Gary Paulsen
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Must register, but no cost.Search books (English or Spanish)Click title for more detailsONLY looks at text difficulty (links to standardized testing)
http://www.lexile.com
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K(what I know)
W(what I want to
know)
H(how I can find
this information)
L(what I learned
Adaptation of KWL
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Adaptation for Math Word Problems
K(what I know
from the problem)
W(what is the
question in the problem)
N(what I do NOT know from the
problem)
S(what strategy I can use to solve
the problem)
(from Teaching Reading in Mathematics by Barton and Heidema, published by ASCD)