Transcript Differentiated Instruction: Adapting the Process

Differentiated Instruction:
Adapting the Product
Workshop 3
Facilitated By
Sara Fridley & Kathleen West
Region 3 Education Service Agency
[email protected]
[email protected]
Workshop Outcomes

Add to our personal professional library of
resources on differentiation
 Increased understanding of the importance of
time & movement to learning
 Increased understanding of how to
differentiate the “process” & the “product”
 Share and reflect on lesson planning
Building Blocks for Learning

Movement
– Minds in Motion
• http://www.state.sd.us/deca/cscf/schoolhealth/minds
_in_motion/index.htm
– Boost Up
• http://www.actg.org/programs/boostup/boostup_main.htm

Time Management
The Body, Movement, and
the Brain

Essential Question – How can movement
help the brain reach its potential?
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The Brain-Compatible Classroom
– Chapter 3 (pg 41)
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What can you take from this resource back to
your own classroom?
Time, Time, and More Time
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Essential Question – What role does TIME
play in the classroom?

The Brain-Compatible Classroom
– Chapter 5 (pg 75)

What can you take from this resource back to
your own classroom?
Share & Reflect on Lessons

Peer Review of Lessons
– Indicators of teaching for
understanding
– Rubric
Time For Lunch
Return at
1:00
Key #3 – Adapt Product
Students have choices of product
 Students use key skills to create product

– Bloom’s Taxonomy
– Multiple Intelligence Theories

Common focus
– Vary student activities
– Vary complexity
Role Activity –
What Hat Are You Wearing?

Work in small
groups
 Follow instructions
on your card
 10 minutes to
complete task
 Report out
R.A.F.T.S.
Writing strategy (used in 6 + 1)
 Puts students into authentic roles to
prove content understanding
 Helps them focus
 Adaptable to all grade levels & content
areas

R.A.F.T.S
 R – role of the writer
 A – audience for the piece of writing
 F – format of the piece of writing
 T – topic of the piece of writing
 S – strong verbs to direct purpose
Designing R.A.F.T.S.

Role
– helps writer decide point of view and voice (6 + 1)

Audience
– reminds writer to communicate ideas to someone
else
– Helps writer determine content and style

Format
– helps writer organize ideas
– Determines conventions of format (letter, story, lab
report, etc.)
Designing R.A.F.T.S. - more

Topic
– Helps writer focus on main idea
– Helps writer organize or select appropriate
supporting details

Strong Verbs
– Directs the writer’s purpose (persuade,
compare, defend, etc.)
Watch the ASCD Video
Homework for April

Email final version of first lesson
to Sara to post on ESA web page

Create 1 R.A.F.T.S. activity for
your classroom to share with the
group