Transcript Differentiated Instruction

Change happens at the building
level and it will not happen
without the principal.
Carol Ann Tomlinson
If you think everyone is going to
differentiate instruction in a year
or two, it would be better to not
ask them to do anything.
Carol Ann Tomlinson
Four Common Barriers to DI
Four Common Barriers to DI
• Lack of curriculum clarity
Four Common Barriers to DI
• Lack of curriculum clarity
• Lack of understanding of where
students are and who they are
Four Common Barriers to DI
• Lack of curriculum clarity
• Lack of understanding of where
students are and who they are
• Lack of use of effective instructional
approaches
Four Common Barriers to DI
• Lack of curriculum clarity
• Lack of understanding of where
students are and who they are
• Lack of use of effective instructional
approaches
• Inability to manage flexible settings
Differentiated Instruction
Training of Trainers
MCIU #23
Day 3
Outcomes Day 3
•
Welcome, Feedback and Application
•
Discussion of Chapter 5 Key Points
•
Know, Do and Understand--KDU
•
Ongoing Assessment
•
Tiered Lessons
•
Wrap
4 Pillars of DI
Differentiated Instruction
Applying DI in the Classroom
• Individually—p. 57
• Share in triads
• Share at tables listening for something
noteworthy for whole group
I
Applying DI in the Classroom
• Something noteworthy to share
with the group
Chapter 5 Analysis
• Select 2 key points from Chapter 5
• Site the points and how they are
connected
• Listen for instruction for how to
share with the group
C
KDU Planning
• Complete pages 199 and 200
• Consider a unit that is coming up or
one that you would like to tweak
• Feel free to work on your own or with a
partner
A
What is essential content?
What the learner should know, understand
and be able to do at the end of a unit of
instruction (uses levels of learning).
Answers the question “Why should we learn
this?”
Makes connections between isolated
facts and skills so they have
meaning.
C
Know, Do, Understand
KNOW - Facts that are discrete pieces of
information we believe to be true.
– Freezing occurs at 32 degrees.
– Humans should get 8 hours of sleep.
DO - Skill or doing something with the
knowledge gained
– Writing a paragraph
– Finding a main idea
C
Understand
UNDERSTAND – includes big ideas,
essential questions, and concepts
Concepts:
• Conflict
• Systems
• Patterns
• Change
C
Understand
UNDERSTAND – includes big ideas,
essential questions, and concepts.
Essential Questions:
• How are form and function related in Biology?
• How do effective writers hook and hold their
readers?
• What are the limits of mathematical
representation/modeling?
C
KDU – 1st grade Math
Know:
• Shapes have names
• Vocabulary: circle, triangle, square, rectangle
Do:
• Compare and contrast different shapes
• Separate a mixture of shapes of different sizes into
like categories
Understand: Shapes
• Objects have various characteristics which can be
used to group them.
C
KDU – 2nd grade LA
"Ronald Morgan Goes To Bat"
Know:
•
•
Who is Ronald Morgan
What kind of baseball player he is
Do:
•
•
•
•
What do his friends think of him?
Find the passage that shows this.
What does his coach think of him? How do you know? Find
the passage that shows you the answer.
Determine what Ronald's problem is.
Describe how he solves his problem.
Understand: Problems
•
Identifying problems in stories and how characters
solved the problems helps students understand problems
and stories.
C
Grade 6
Social Studies
Students will:
Know:
Names and roles of groups in the feudal class system.
Do:
Research
See events through varied perspectives
Share research & perspectives with peers
Understand:
Roles in the feudal system were interdependent.
A person’s role in the feudal system will shape
his/her perspective on events.
KDU – HS Circulation
Know:
• 3 types of blood vessels—arteries, veins and capillaries.
• Human heart has 4 distinct chambers.
• Blood flows away from the heart in arteries and back to the
heart in veins.
Do:
• Trace the blood flow through the heart and lungs
• Analyze the effect of different chemicals on blood vessel
Understand: Interdependence, health
• Describe in detail how the circulatory system and other
systems are interdependent.
• Understand that heart health is an interaction of genetics
and environment.
C
KDU Planning
• Complete pages 199 and 200
• Consider a unit that is coming up or
one that you would like to tweak
• Feel free to work on your own or with a
partner
A
A Reminder…
Clarity about what students should
Know
Understand
Be Able to Do
as a result of a unit, lesson, week, etc.
Is the foundation of
Durable Learning for All Students
Meaningful Preassessment
Useful Ongoing Assessment
Fair and Valid Summative Assessment
Defensible Adaptations for Advanced & Struggling Learners
(It’s THAT important!!)
Ongoing Assessment
“Most important thing we do.”
Rick Stiggins
Journal of Staff Development, Spring 1999
Lesson Planning and Assessment
• Objective/purpose: The what and the why.
• Anticipatory set: What will the students do?
• Input/modeling: What do I want the students to
know or do? How will I actively engage them?
• CHECK FOR UNDERSTANDING: What will the
students do? When will they do it? How will
collect the data?
Lesson Planning and Assessment
• Guided practice: How will the students
practice the new learning? How will I
monitor the practice?
• Independent practice: Remind students it is
perfect practice that makes perfect.
• Closure: What will students do to
summarize the learning?
Diagnostic Assessment
Planning
• Review diagnostic assessment examples
pages 156 to 169
• Consider the unit that you did the KDU and
develop 2 possible “ongoing assessments”
• Feel free to work on your own or with a
partner
A
Evidence of Understanding
A
Creating a Powerful Product
1. Identify the essentials of the unit/study
K-U-D
2. Identify format(s)
“Packaging options”
3. Determine expectations for quality
Content-Process-Product
Creating a Powerful Product, cont’d
4. Decide on scaffolding you may need to build
Promote success
5. Develop a clear product assignment
6. Differentiate the assignments based on:
Readiness-Interest-Learning profile
7. Coach
For success!
Map
Diagram
Sculpture
Discussion
Demonstration
Poem
Profile
Chart
Play
Dance
Campaign
Cassette
Quiz Show
Banner
Brochure
Debate
Flow Chart
Puppet Show
Tour
Lecture
Editorial
Painting
Costume
Placement
Blueprint
Catalogue
Dialogue
Newspaper
Scrapbook
Lecture
Questionnaire
Flag
Scrapbook
Graph
Debate
Museum
Learning Center
Advertisement
Book List
Calendar
Coloring Book
Game
Research Project
TV Show
Song
Dictionary
Film
Collection
Trial
Machine
Book
Mural
Award
Recipe
Test
Puzzle
Model
Timeline
Toy
Article
Diary
Poster
Magazine
Computer
Program
Photographs
Terrarium
Petition Drive
Teaching
Lesson
Prototype
Speech
Club
Cartoon
Biography
Review
Invention
PRODUCT CHOICES CHART
Auditory
Visual
Tactile-Kinesthetic
Audio recording
Autobiography
Book
Classifying
Commentary
Crossword puzzle
Debate or panel talk
Dialogue
Documentary
Editorial
Essay
Experiment
Fact file
Family tree
Finding patterns
Glossary
Interview
Journal or diary
Learning Center task
Letter to editor
Limerick or riddle
Mystery
Newspaper
Oral report
Pattern and instructions
Petition
Position paper
Press conference
Reading
Scavenger hunt
Simulation game
Song lyrics
Speech
Story or poem
Survey
Teaching a lesson
Trip itinerary
Written report
Advertisement
Art gallery
Brochure
Coat of arms
Collage
Coloring book
Comic book or strip
Costume
Decoration
Design
Diagram
Diorama
Drawing or painting
Filmstrip
Flannel board
Flow chart
Graphic organizer
Greeting card
Hidden pictures
HyperStudio or other
multimedia presentation
software
Illustrated manual
Illustrations
Learning Center visuals
Magazine
Map
Mural
Pamphlet with pictures or icons
Photo album
Photo essay
Picture dictionary
Political cartoon
Portfolio
Poster
Rebus story
Scrapbook
Slide show
Transparency talk
Travelogue
TV program
Video
Web site
Acting things out
Activity plan for trip
Animated movie
Collection
Composing music
Dance
Demonstration
Diorama
Dramatization
Exhibit
Experiment
Field experience
Flip book
Flip chart
Game
Game show
How-to book
Invention
Jigsaw puzzle
Learning center—hands-on tasks
Manipulatives
Mobile
Model
Museum exhibit
Papier-mâché
Photograph
Play or skit
Pop-up book
Project cube
Puppet show
Rap or rhyme
Reader’s Theater
Rhythmic pattern
Role-play
Scale drawing
Sculpture
Simulation game
Survey
TV broadcast
Research indicates students learn
best when assessment…
• Gives them effective feedback
• Informs and directs instruction
• Actively involves them in their own
learning
• Is used by students to assess themselves
and understand how to improve
Assessment
Promoting Deep Understanding
• Directions: Based on your interest or
learning style choose a processing activity
that will best promote your learning
– Choices
•Double entry journal
•Concept map
•Graphic organizer
I/A
Preassessment key points:
• Explain to the students that you are doing
preassessment and why
• The better you understand the KDU the
more focused the preassessment can be
• Give the preassessment 2 weeks before
the unit
NAEP Study
87 % Classrooms
NAEP Study
87 % Classrooms
50 % Disengaged
Tiered Analysis
•Process your understanding of
Tiered lessons by:
– Planning a tiered lesson (p 80 or
106, see examples on 107-109)
– Challenge--planning tiered
Cube/Think Dots (p 101)
– Plan a tiered menu (p 102)
READING as a gatekeeper for
knowledge in secondary classrooms
– Important for teachers to know how
the students are reading
– Need to know who’s having difficulty
and who needs advanced materials
READING as a gatekeeper for
knowledge in secondary classrooms
– If can’t read textbook how can we find a
work around?
– What can I do to foster growth as a reader?
• tape
• text resources
• netTrekker
• buddies
•www.lexile.com
What’s With Your Text Book?
I
What’s With Your Text Book?
• McDougal Little—
Tiered alternatives
presented in
teacher’s guide
• Holt—Live Link=
chunks reading for
lower levels; science
labs leveled A, B, C
• Prentice Hall—
developing
webquests for math
and science texts
• Tech Paths—
Curriculum
mapping and lesson
sharing software
I
Tiered Analysis
•Complete the Tiering Analysis
Organizer by
•Reviewing 360 to 365 in Binder
or
•Reviewing 136 to 140 in Text
•Then share your analysis
Tiered Analysis
•Process your understanding of
Tiered lessons by:
– Planning a tiered lesson (p 80 or
106, see examples on 107-109)
– Challenge--planning tiered
Cube/Think Dots (p 101)
– Plan a tiered menu (p 102)
DI—Then and Now
I used to think DI was…
Now I know DI is…
I
Outcomes Day 3
•
Welcome, Feedback and Application
•
Discussion of Chapter 5 Key Points
•
Know, Do and Understand--KDU
•
Ongoing Assessment
•
Tiered Lessons
•
Wrap
Pillar Fortifying Tasks for Day 4
•
Apply one or more strategy noting your intent,
results and student reaction (3-5)
• Formative assessment
• Assessment variety
• Tiered lesson
• Other…
•
Read chapter 6 highlighting 6 key points
•
Extra Credit: Read chapter(s) 2, 3 or 4
highlighting 6 key points
Think big, start small
but start now.