webinar differentiation to post -english speaking course lucknow (cdi)
TRANSCRIPT
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Session OverviewWhat is Differentiation?
Differentiation StrategiesOne Classrooms Transformation
Implementing Differentiation
Resources
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ObjectivesParticipants will
Gain an overview of differentiated instruction;
Be able to implement several differentiationstrategies; and
Identify things to consider when implementingdifferentiation at the classroom, school, anddistrict level.
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Why Differentiate?All kids are different.
One size does not fit all.
Differentiation provides all students withaccess to all curriculum.
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What Is Differentiation?A teachers response to learner needs
The recognition of students varyingbackground knowledge and preferences
Instruction that appeals to studentsdifferences
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Content Process Product
According to Students
Readiness InterestLearning
Profile
Teachers Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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Comparing Traditional andDifferentiated Classrooms
Consideration of student differences
Use of assessment
Use of student interest and learningstyle
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Comparing Traditional andDifferentiated Classrooms
(continued)
Instructional format
Assignment options
Factors guiding instruction
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Differentiation Strategies
All strategies are aligned withinstructional goals and objectives.
Specific strategy selection based on Focus of instruction Focus of differentiation
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y Thoroughly pre-assess thelearners knowledge anddocument findingsy Explain the process and itsbenefits to the studenty Create written plans andtimelines for studyy Allow student choice inenrichment or acceleratedstudy
Compacting is the process of eliminating teaching or studentpractice due to previous mastery of learning objectives. Compactinginvolves a three step process:1.assess the student to determinehis/her level of knowledge on thematerial to be studied and determinewhat he/she still needs to master 2.create plans for what the studentneeds to know, and excuse thestudent from studying what he/shealready knows
ReadinessCompacting
y Focus task on a keyconcepty
Use a variety of resourcematerials at different levels of complexity and associatedwith different learningmodalitiesy Adjust task by complexity,abstractness, number of steps,concreteness, andindependence to ensurechallenge and not frustration
Assignments and products aredesigned to instruct and assess
students on essential skills that areprovided at different levels of complexity, abstractness, and open-endedness. The curricular contentand objective (s) are the same, butthe process and/or product are variedaccording to the students level of readiness.For example, students with moderateunderstanding about a topic are
asked to write an article. Studentswith a more advanced understandingare asked to prepare a debate.
ReadinessTiered Assignments and
Products
Things to Consider Description of StrategyPrimary UseDifferentiationStrategy [1]
[1] This chart was adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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Examples of DifferentiationStrategies
Choice Boards
Tiered Activities
Learning Contracts
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Entre (Select One)Draw a picture that shows what happens during photosynthesis.Write two paragraphs about what happens during photosynthesis.Create a rap that explains what happens during photosynthesis.
Diner Menu Photosynthesis
App etizer (Everyone Shares)Write the chemical equation for photosynthesis.
Side Dishes (Select at Least Two)Define respiration, in writing.Compare photosynthesis to respiration using a Venn Diagram.Write a journal entry from the point of view of a green plant.With a partner, create and perform a skit that shows the
differences between photosynthesis and respiration.
Dessert (O p tional)Create a test to assess the teachers knowledge of photosynthesis.
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THINK-TAC-TOE Book Report
Draw a picture of the main
character.
Perform a playthat shows theconclusion of a
story.
Write a songabout one of the
main events.
Write a poemabout two main
events in thestory.
Make a poster that shows the
order of events inthe story.
Dress up as your favorite character
and perform aspeech tellingwho you are.
Create a Venn
diagramcomparing andcontrasting theintroduction to
the closing.
Write two
paragraphsabout the maincharacter.
Write two
paragraphsabout the setting.
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Beginning Intermediate Advanced
Outcome/Objective
Students will determine a topicand will write a five-sentenceparagraph with a main idea,three supporting sentences, anda concluding sentence.
Students will determine atopic, state a point of view,and write two paragraphsdefending that point of view.
Students will determine atopic, state a point of view, andwrite an essay of at least fiveparagraphs that uses multiplesources to defend that point of view.
Instruction/Activity
Students will receive a model of a five-sentence paragraph andexplicit instruction inconstructing the paragraph.
As a prewriting activity, studentswill list their topic and develop alist of at least three things thatsupport their topic.
Students will receive amodel of a persuasive essayand a graphic organizer thatexplains the construction of a persuasive essay.Students will also receiveexplicit instruction in writinga persuasive essay.
As a prewriting activity,students will use the graphicorganizer to plan their writing.
Students will review thegraphic organizer for apersuasive essay. Studentswill be given explicit instructionin locating sources and quotesfor their essays. As aprewriting activity, students willuse the graphic organizer toorganize their essay. Studentswill also compile a list of fivesources that defend their mainpoint.
Assessment Students will be able to write afive-sentence paragraph thatsuccessfully states andsupports a main idea. Theparagraph will meet the criteriaon the state writing rubric.
Students will be able to statea point of view andsuccessfully defend the ideausing two paragraphs thatdefend the point of viewusing main ideas andsupporting details. Theparagraphs will meet thecriteria on the state writingrubric.
Students will be able to write afive-paragraph essay thatstates a point of view, defendsthe point of view, and usesresources to support the pointof view. The essay will meetthe criteria on the state writingrubric.
Tiered Activity Writing a Persuasive Essay4th6th Grade Classroom
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I will read: I will look at and listen to: I will write:
I will draw: I will need:
Heres how I will share what I know:
My question or topic is:
I will finish by this date:
To find out about my question or topic
Learning Contract #1Name _______________________
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Learning Contract #2To demonstrate what I have learned about ____________________, I want to
_ Write a report
_ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model
_ Design a mural
_ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other
This will be a good way to demonstrate understanding of this concept because ______________________________________________________________
To do this project, I will need help with ______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__
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One Classrooms Journeythrough Action Research
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My Starting Point
Reflections on my teachingMy popular misconceptionMasters Action Research
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Data Drives Action
Student, Parent, Self SurveysCourse of Action:
Build relationships Provide increased choices Offer multiple levels of materials Offer flexible groupings
Use frequent, varied, authentic assessment Provide meaningful assignments Connect new information to existing knowledge
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The Beginning
Iditarod Unit
Differentiated content by use of leveled textsMultiple groupings based on readiness,
interestDifferentiated product by offering studentchoice in demonstrating understanding
Authentic assessment
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My Second AttemptPoetry Center
Use of varied groupingsbased on readiness,interest, and learnersprofiles
Student choice in allassignments
Authentic, performance-based assessment
Opportunities for challenge
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The Second Year Increased use of MultipleGroupings
Stations
Task & Exit cardsMore frequent use of formative assessments
Increased student choice of content, process, andproductIncreased student self-reflection and input onclass. Students had avoice!
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My Research Ends . . . But
Follow-up surveyresultsNext stepsNew SchoolDifferent Systems
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The Journey ContinuesPurposeful teaching of differentiated classroomenvironment
Stations with tiered activitiesbased on readiness
World War II contracts Student choice of content,process, and product
Exit cards
Brain-based research bestpractices
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Today in class, you will be experiencing a concept known as stations. There are 12 differentstations to which you will be traveling. You will work at the stations for approximately 20-minute segments of time enough for you to learn or review some material, practice that
material and then apply what you have learned to your narrative.EXPECTATIONS:My expectations during stations are that you keep your schedule safe and follow it exactly.You must follow all directions within each station in order to receive full credit. Missing workin any station will result in an incomplete/F until it is completed with quality.You must SAVE all of your station work as proof of your effort and turn it in with your schedule. DO NOT LOSE THE SCHEDULE. IT MUST BE ATTACHED TO YOUR WORK!
No one is to leave a station until everyone has completed the work and the checker haschecked. This means that at the start of each session, a checker should be appointed.When time is up, neaten the folder, take any work or papers that you need, and move quicklyand quietly to your next scheduled station.
Centerbar Phoenix LA
Stations
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Sample Exit Cards
Names:Research topic:Directions: Complete the
following sentencestarters.1. Im having the mostsuccess with2. I could use somehelp with
Names:Research Topic:Directions: Complete
these sentence startersregarding your researchtoday.1. I used time welltoday because I
2. I need to do abetter job ofduring thenext research sessionbecause
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In an effort to have as much interaction with your vocabularywords as possible, please choose 10 of the words we have
reviewed from Act One of The Miracle Worker and write the word,the definition, part of speech, and add some artistic way to
represent what it means in your dictionary. Try to choose words
that you are having a more difficult time remembering.
You will be adding to this dictionary as we make our waythrough the vocabulary for The Miracle Worker. Design a uniqueand colorful cover. Your word representations also need to becolored. Take your time. I am not an artist, however, I can do areally neat and careful job in order to be proud of what I hand in.Presentation counts for a lot!!!
Have fun with this. And remember, there is always a method tomy madness! Center
Centerbar Phoenix
Pictionary Dictionary
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On and on . . .
Increased use of formative assessments
Increased use of technology
Increased comfort withdifferentiation strategies
Continued collaborationwith Access Center staff and resources
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Classroom Steps to SuccessData Collection
Creating Classroom Environment
Relationship Building
Explicit Teaching of Skills for a DifferentiatedClassroom
Collegial Support
Administrative Support
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Implementing Differentiated Instruction:
Your District or School
Start with committed staff.
Look for existing resources/infrastructure.
Start with one or two strategies.
Try it and be willing to alter and extend.
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Implementing Differentiated Instruction:
Additional Considerations
Teacher support
Professional development
Adequate planning time
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Where Do I Go From Here?
ResourcesOnline discussion forum:http://www.k8accesscenter.org/discuss
Effective classroom strategies Differentiated instruction
Differentiation Listservs:[email protected]
Collaboration
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Resources (continued)
Assessment: Curriculum-based measurement
www.studentprogress.org
National Center on Accessing the GeneralCurriculum (NCAC):
www.cast.org/ncac/
Access Center:www.k8accesscenter.org