Transcript Document
One Size Does Not Fit All:
An Introduction to Differentiated Instruction Workshop 1
Take Care of Business Introductions Expectations Graduate Credit Service Agreements & Vouchers
How well do YOU know the people around you? 3 Facts & a Fib Write 3 facts about yourself Write 1 fib about yourself Circulate & talk to 5 people If they do not correctly identify the fib, they must sign your postcard
Workshop Outcomes Increased understanding of what Differentiated Instruction IS & IS NOT Add to our Instructional Strategies Toolbox Increased understanding of theories of multiple intelligence/learning styles Begin planning a differentiated lesson/unit for your own classroom
“If students don't learn the way we teach them, we must teach them the way they learn.”
Marcia Tate, Developing Minds Inc., Conyers, GA
What Is Your North Star?
Peter H. Reynolds Listen to the story online http://www.fablevision.com/place/r adio/ns.html
Read it online http://www.fablevision.com/northst ar/index.html
Differentiation IS NOT . . .
The same as an IEP for every student Just another way to group kids Expecting less of struggling learners than of typical learners A substitute for specialized services Chaotic New
Good Differentiation IS . . .
Varied avenues to content, process, product Respectful of all learners Proactive Student-centered A blend of whole class, small group, and individual instruction Based on students’ readiness, interests, and/or learning profile
Essential Questions Who are the students in our classrooms?
What diversity impacts and influences curriculum and instruction?
Diversity in the Classroom ADD ADHD Gifted/Talented LD Vision Impaired Hearing Impaired Maturity Autistic Physically Disabled Multiple Handicapped English Language Learners Social Status Economic Status
3 Keys to Differentiated Instruction Content What we teach students Materials and methods used Process Activities Calls on students to use key skills Product How students show what they have learned Should also allow students to extend what they learned
Key #1 – Adapt Content Refers to both materials & methods Accommodate students’ different starting points Some students ready for more complex or abstract levels Some students ready for independent work
Content Differentiation Examples Multiple versions of texts Variety of texts to support concept Interest centers Learning contracts Support systems Audiotapes Mentors Study partners
Key #2 – Adapt Process Students use key skills Bloom’s Taxonomy Multiple Intelligence Theories Common focus Vary student activities Teacher uses a variety of methods
Process Differentiation Examples Tiered Assignments Layered Curriculum (Nunley) Learning Centers Jig Saw Assignments Learning Logs Graphic Organizers Modify their environment (fidgets)
Key #3 – Adapt Product Culminating learning experience that occurs after many days or weeks of study Demonstration and extension of what they know, understand, and are able to do
Product Differentiation Examples Variety of assessment types Tiered Assignments Independent Study
Variables to Consider
Readiness – in reading, math, & beyond Complexity & Challenge of both process & product Pace of learning and production Grouping practices Use of assessment results to inform teaching and learning
Guidelines for the DI Classroom
Focus on essentials Attend to student differences NO strategy works on ALL students Assess often and
use it
adjustments/modifications to make Mutual respect Be flexible
Doesn’t happen 100% of the time!!!!
Simple Ways to Start
Add an interdisciplinary element to a favorite unit Collaborate with other teachers Offer students a variety of presentation options
Apply Multiple Intelligence thinking to group/individual projects
Time For a Break
A Few Fun Strategies
Teach In Color!
Creature Comforts! Music!
Color
Increases Understanding Using color for key concepts can increase memory retention up to 25%
Experiment
Memorize the Pattern 30 seconds
Orange Orange Red Red Purple Purple Pink Pink Yellow Blue Yellow Blue Black Black Blue Blue Yellow Yellow Orange Orange Red Red Green Green
Memorize the Colors Used 30 seconds
Memorize the Pattern 30 seconds
Teach in
C o l o r
Color Code Key Concepts Colored Pens Color with Sunshine Painted Essay Colored Acetate Number chart Sliding mask Highlighting tape Scotopic Sensitivity Syndrome
A Quick Start “Color Code” key concepts Easy in modern classrooms White boards, Smart Boards, & computer software Key terms in all content areas Math (parts of equations) Language arts (parts of speech, important vocabulary, editing) Correct “with sunshine” Students do their own color coding Highlighting Tape Colored pens/pencils/highlighters
Word Walls in Color CALEB GATTEGNO
Correct “With Sunshine” Use yellow highlighter to identify incorrect answers Give student option to correct and receive partial (or whole) credit Key to success – require students to explain in writing what they did wrong and how they corrected the problem
Use Colored Pens/Pencils In writing for peer editing Each member of group gets a different color Can instantly see if everyone has contributed Option – students use colored pen for their own editing/revising For language study of verbs Color code the different tenses Color code the verb endings Color code roots/prefixes/suffixes
Skier
(to ski) Je ski e Tu ski es Il/elle/on ski e Nous ski ons Vous ski ez Ils/elles ski ent
The Painted Essay
Peripherals Post key concepts or terms on walls Use bright colored paper At test time . . .
Leave it up in same place Cover the concept with the same color paper Memory trigger for visual learners They can “picture” the words.
Vision & Learning
“25% of students in grades k-6 have visual problems that are serious enough to impede learning.”
(American Public Health Association)
“It is estimated that 80% of children with a learning disability have an
undiagnosed vision problem.” (Vision
Council of America)
20/20 does not mean that vision is perfect!
The 20/20 vision test does not test how well you see at reading distance. In fact, the 20/20 test fails to evaluate many other important aspects of normal vision such as: Eye focusing Eye coordination Eye teaming (binocular vision) Eye movement Visual perceptual skills Color vision
Simple Tools Sliding Masks & Focus Frames Provides for a narrower focus Add colored acetate Book Marks & Sticky Flags Provides focus Add colored acetate Coded Bookmarks Sticky Flags
Scotopic Sensitivity Syndrome 12% of population Contrast problems (only 1 symptom) Black text on bright white paper Striped patterns on carpet clothes seem to move Vertical/horizontal blinds Leads to classroom difficulties Restlessness Difficulty staying on task
Scotopic Sensitivity Syndrome Contrast problems (only 1 symptom) Strategies Use dull colored paper for writing Use colored acetate over black text on white paper Use a bookmark when reading to avoid losing place http://www.hale.ndo.co.uk/scotopic/ http://www.irlen.com/sss_main.htm
Creature Comforts Grades K-12 Tolerance for sitting will ALWAYS be at different levels for different people.
Even adults benefit from Fidgets or Movement Set ground rules in the classroom.
Remove “it” if/when it becomes a toy or distraction
Tactile Fidgets Grades K-12 Paper clip Cellophane tape rolled backwards around a finger Pipe cleaners Stress balls Pocket Fidget (small item kept in the child’s pocket) Carpet square under desk
Visual Fidgets Grades K-12 Lava lamp Fish tank Mobile
Nomadic Learners “If we build in enough movement during the class period, students will be less likely to move on their own.” Motion resources Minds in Motion Learning on Their Feet http://doe.sd.gov/oess/schoolhealth/mindsinmotion/index.asp
Ideas for the Nomadic Learner Mini Field Trip A Home Away From Home Music Stand Learning Rocking Chair Reversal
Act It Out – Visual Clues Grades 4-12 Vocabulary strategy for the Kinesthetic Learner Place students into groups Provide 60 seconds to figure out how to Act Out a vocabulary word Example – PERIMETER (walking around edge of room)
pe rim eter area
Involve the Senses See Hear Taste Smell Touch
The Role of Music
Why Music?
Stimulates the brain Right side for creativity Activates thinking parts of the brain Creates a sound curtain to isolate groups Increases attentiveness Effects emotions, heart rate, mood, mental images of listener Embeds learning faster Alphabet song http://www.school-house-rock.com/Prea.html
Time For Lunch
Multiple Intelligences
Begin With the Brain
Dots on Grids
A B D C
Brain Principles The brain is a complex adaptive system.
The brain is social.
The search for meaning is innate.
The search for meaning occurs through patterning.
Emotions are critical to patterning.
Every brain simultaneously perceives and creates parts.
More Brain Principles Learning involves both focused attention and peripheral perception.
Learning always involves conscious and unconscious processes.
We have at least 2 ways of organizing memory.
Learning is developmental.
Complex learning is enhanced by challenge and inhibited by threat.
Every brain is uniquely organized.
Simple Learning Styles Auditory Learns best from listening Visual Learns best from seeing Kinesthetic/Tactile Learns best from doing
Why Visual Literacy?
Average youth today By age 18 - 22,000 hours watching TV By age 14 has seen 12,000 murders on network TV programming!!!!
By 18 – 12,500 hours in school Average vocabulary of 14-year-olds is shrinking In 1950 – 25,000 words In 1999 – 10,000 words
Visual Learner Images go directly to long-term memory in brain Humans process visuals 60,000 times faster than text Words processed sequentially Keyboard Images processed simultaneously Camera
Turn Your Paper Sideways Grades 2-7 (or higher if needed) A trick for lining up numbers when working with multi-digit numbers in columns TURN THE PAPER SIDEWAYS & use the lines as column guides Also provides novelty (brain trigger)
Jig-Saw Book Good tool for kinesthetic learners They can manipulate the content
Gardner’s Multiple Intelligences Logical/Mathematical Visual/Spatial Musical/Rhythmic Bodily/Kinesthetic Naturalist Interpersonal Intrapersonal Verbal/Linguistic
Sternberg Intelligences
Analytical Practical Creative
Time For a Break
Writing Intelligence Preference Lesson Plans As a result of the lesson, students should Know what?
Understand what?
Be able to do what?
What range of learner needs in your class relate to the topic?
Difficulty vs Rigor “ We must be careful not to assign more difficult tasks (tasks requiring more effort or time) when what we mean to do is challenge students with more rigorous tasks (tasks requiring more complex thought).” Judith Dodge -
Differentiation in Action
Assignments for Next Time
Try a new strategy & report back to the group about the experience Begin the planning process for a lesson using intelligence preference Choose a standard (or standards) to teach Identify student goals for that standard Choose possible strategies Be prepared to share with the group
He Was Me
Resource - Nunley Website HOT TOPIC # 1: When counting, gestures help. Researchers discovered that when students have to count things, those that could point, nod or otherwise make body gestures, were faster and more accurate than those who were not allowed to gesture. The gesture apparently adds rhythm which makes counting more accurate and also aids the brain in maintaining place. Carlson, R. et al. (2007). Journal of Experimental Psychology: Learning, Memory & Cognition, Vol 33, 4 Teacher Tip # 2: We use music for transition times in class and between class periods. I ask for student volunteers to bring in a CD of their choice for us to use for the week. No name, workshop participant, Midland, Michigan.
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Facilitated By
Sara Fridley & Kathleen West
Region 3 Education Service Agency