ticket in complete the di self-assessment 1. enhancing teaching & learning through...
TRANSCRIPT
Ticket InTicket InComplete the DI Self-
Assessment
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Enhancing Teaching & Enhancing Teaching & Learning ThroughLearning Through
Differentiated Instruction Differentiated Instruction (DI)(DI)
Upper Dublin School DistrictFebruary 2015
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SessionSession ObjectivesObjectives
• Recognize and respond to differences among learners
• Identify techniques and processes that teachers can use to adjust instructional delivery to meet their students’ needs
• Actively engage learners
• Plan for Differentiation
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Today’s AgendaToday’s Agenda• Honor/Assess Current Knowledge and
Expertise• Set Personal Learning Goals• Establish a Culture of Engaged Learning
o Anchor Activitieso Parking Lot of Engagement Strategies
• Develop Common Language around DI• Know the Learner• Provide Student Choice• Apply Strategies in Personal Practice
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Checking InChecking InYour DI Self-Assessment
Getting Started Along the WayRegular /Frequent
Practice
Collaboration Line-Up(day of birth)
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In pairs, share the evidence you based your self-assessment on.
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Processing the Processing the Activities…Activities…
• What did we do?• Why did we do it?• How does it support differentiation?
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for this for this SessionSession(one per post-it)
Wish 1 - What do you want to learn to do better or differently with regard to differentiation?
Wish 2 - What aspect of teaching or learning do you hope to enhance?
Wish 3 - What question/clarification do you have/need regarding differentiation?
Norms for Working Norms for Working TogetherTogether
• Equity of Voice• Active Listening• Respect for All Perspectives• Safety and Collegiality
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Anchor ActivitiesAnchor ActivitiesCharacteristics Role
o Independent learning level
o Meaningfulo Respectfulo Supportiveo Routine basedo Introduced graduallyo Limited preparation timeo Varied
o Supports small group instruction
o Permits differentiationo Fosters self-regulatory
behaviorso Teaches time
managemento Provides additional
practice
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Potential Anchoring Potential Anchoring ActivitiesActivitiesJust a few-
•Journals/Learning Logs•Student Reflection•Writers Workshop•Vocabulary Work•Independent Reading•Computer-Based Activities•Listening/Video Center
Today’s Anchoring Today’s Anchoring ActivityActivity
Text passage –
The Role of the Teacher in a Differentiated ClassroomDifferentiating Instruction: Rules of Thumb
Explore the Rules of Thumb – “general guidelines that make differentiation possible.”
Use the graphic organizer, or create your own, to help you process the reading.
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Processing the Processing the Activities…Activities…
• What did we do?• Why did we do it?• How does it support differentiation?
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Let’s recall…Let’s recall…
What is Differentiated Instruction?
Quick Write5 words or ideas that come to mindTurn and Talk
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What Is What Is DIFFERENTIATION?DIFFERENTIATION?
Differentiation is…
• “…a process which teachers can use to increase achievement by improving the match between learner's current unique characteristics and curriculum components.
- Dr. Deborah Burns, University of Connecticut
• “…planning instruction in a variety of ways to meet the needs of a variety of learners.”
- Dr. Kathie F. Nunley, Differentiating the High School Classroom
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Differentiated Differentiated Instruction is…Instruction is…
Engaging instruction that is -
• Challenging and grounded in essential learning
• Responsive to students’ varying background knowledge and learning preferences/needs
• Varied and flexible
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Why Differentiate?Why Differentiate?• All kids are different
oOne size does not fit all
• Best practiceo Effective instruction
• Maximize potentialoGrowth and access
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Why Differentiate? Why Differentiate? • Standards-based classrooms• High expectations for ALL children• Multicultural diversity• Student diversity• Research on human learning• Rapid technological change
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““Not all students will make the same Not all students will make the same journey as they learn, but this diversity of journey as they learn, but this diversity of
learning styles enriches the classroom learning styles enriches the classroom community.”community.”
- Jennifer, Student Teacher- Jennifer, Student TeacherAdapted from Adapted from Touch the Future…Teach!, Touch the Future…Teach!, 2006 2006
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Differentiated Differentiated Instruction means…Instruction means…
Following the DI Rules of Thumb Curriculum Clarity
Ongoing Assessment
Critical and Creative Thinking
Engagement
Choice
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Differentiated Instruction Differentiated Instruction
requires…requires…
1.Flexibility ofa. Teaching b. Learning
2.Ongoing assessmenta. Formalb. Informal
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Check and PerfectCheck and Perfect
• What is DI?
• Add/Adjust/Extend
• Turn and Talk – Someone Different!
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Processing the Processing the Activities…Activities…
• What did we do?• Why did we do it?• How does it support differentiation?
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Knowing the LearnerKnowing the Learner
Student Learning Profiles
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Stand-Up & Team-UpStand-Up & Team-Up
Numbered Heads Together
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What powerful What powerful differences exist among differences exist among
students?students?• Prior Knowledge or Skill
Expertise• Learning Rate• Cognitive Ability• Learning Style Preference• Motivation, Attitude, Effort• Interest, Strength, Talent• Gender• Culture• Language• Economics
As a result, which As a result, which groups of students groups of students
may have a learning may have a learning gap?gap?
• Low income• Culturally diverse• English language learners• Special education• Disengaged• Male or female students• Career and technical education students• American students (NAEP/TIMSS)• Gifted education
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The Roots of Student The Roots of Student DifferencesDifferences
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FAMILY
SCHOOL
COMMUNITY
ACADEMIC
SOCIALand
EMOTIONAL COGNITIVE
StudentDifferences
Nature
Nurture
GENETICS
Critical Components of Critical Components of DifferentiationDifferentiation
Get to know your students Build Community in your classroom Assess students regularly
Formal/Summative−end of unit tests, essays, product)
Informal/Formative−pretests, exit cards, KWHL, student surveys
(thumbs up/down, questioning)
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Learning StylesLearning Styles
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Multiple IntelligencesMultiple Intelligences
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Learning Styles vs. Learning Styles vs. Multiple IntelligencesMultiple Intelligences
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Your Profile CardYour Profile Card
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Quick CheckQuick Check
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How comfortable were you completing this task?
Very NOT So-So
What more might you seek to learn about your students?
Processing the Processing the Activities…Activities…
• What did we do?• Why did we do it?• How does it support differentiation?
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Engaging through Engaging through ChoiceChoice
Learning Menus
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What is a Learning What is a Learning Menu?Menu?
A learning menu is an array of independent learning
activities presented in a ‘choice’ or ‘menu’ format to
provide students with options for extending or enriching the
essential curriculum.
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Why use a Learning Why use a Learning Menu?Menu?
• Satisfies “Rules of Thumb” by promoting engagement, allowing choice and offering challenge
• Increases motivation- Students’ choices reveal their interests, abilities and learning styles
• Allows teachers to provide for students at varying degrees of readiness
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Advantages of Learning Advantages of Learning MenusMenus
• Strategy spans all curricular areas
• Can target specific learning activities for an individual student or small group
• Promotes higher level thinking skills
• Encourages the development of independent thinking
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Many Different Names Many Different Names for Learning Menus…for Learning Menus…
• Dinner Menu• Choice Board• Think-Tac-Toe• Agendas• Must Do – Can Do• Extension Menu
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Classroom Uses of Classroom Uses of Learning MenusLearning Menus
• Follow-up activity • Culminating
activity• Anchoring activity • Learning center • Independent
activity• Extension activity
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Menu by ContentMenu by Content
Fractions Fractions Fractions
Decimals Decimals Decimals
Percents Percents Percents
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Menu by ReadinessMenu by Readiness
Basic Basic Basic
Mid Mid Mid
Advanced Advanced Advanced
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Menu by Learning ProfileMenu by Learning Profile
Visual Auditory Kinesthetic-tactile
Visual Auditory Kinesthetic-tactile
Visual Auditory Kinesthetic-tactile
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Guidelines for Guidelines for Development & UseDevelopment & Use
(What and How)(What and How)
• Informed choice
• Vary offerings (based on intent)
• Structure accountability
• Discuss the process and develop management guidelines
• Provide early feedback45
You ChooseYou ChooseDifferentiated Instruction Choice Board
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Who…Who…
Did the same as you!
•Share your product (30 seconds each)•Be prepared to share your partner’s with the larger group (Random Reporter)
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Processing the Processing the Activities…Activities…
• What did we do?• Why did we do it?• How does it support differentiation?
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Planning to Planning to DifferentiateDifferentiate
The Purposeful Design of Learning
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Let’s recall…Let’s recall…
• Why must I plan to differentiate?
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Before you begin, ask Before you begin, ask yourself…yourself…
• Am I clear about what I want students to know, do and understand in this unit?
• What pre-assessments and formative assessments will I use?
• What instructional strategies will actively and cognitively engage the learners?
• How will I balance student-selected and teacher-assigned tasks and groupings?
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1. Class Meeting, Overview, or Introduction
2. Pre-assessment
3. Large Group Teaching and Learning Activities
4. Small Group Activities− Small Group Instruction
− Differentiated Learning Activities
− Anchoring Activities (Differentiated and Independent)
5. Large or Small Group Problem Solving and Application Activities
6. Debriefing and Reflection
7. Extension Activities53
One Possible One Possible Instructional Instructional Sequence:Sequence:
Next StepsNext StepsWhat do I do now?What do I do now?
• Focus/Plan• Apply – Choose from:
• Anchor Activities• Learning Profiles• Choice Board/Menu• Engagement Strategies from
Today• Share (February 26th half-day PD)
• See “Sharing of Application” Handout
• Try again… 54
• What personal wishes were you granted?
• As a result of our learning, what aspects of your teaching and student learning will be enhanced through differentiated instruction?
• What wish remains for follow-up?
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My 3 WishesMy 3 Wishes
Parking LotParking LotRunning Record of Engagement Running Record of Engagement
StrategiesStrategies
• Think-Write-Pair-Share• 10-2• Check & perfect• Numbered Heads • Graphic Organizer• Choice Options• Find Someone Who• Random Reporter• Exit Slip
• Ticket In• Parking Lot• Collaboration Line-Up• Self-/formative
Assessment• Self-Directed Learning• Group Norms• Anchor Activity
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