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
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

Review Building Blocks
for Learning
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Movement
– Minds in Motion
• http://doe.sd.gov/oess/schoolhealth/mindsinmotion/
– Boost Up
• http://www.actg.org/programs/boostup/boostup_main.htm
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Time Management
The Body, Movement, and
the Brain
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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?
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The Brain-Compatible Classroom
– Chapter 5 (pg 75)
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What can you take from this resource back to
your own classroom?
Differentiating Textbooks
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Answer By The Number
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Use small Post-It or highlighting tape
Review end of chapter questions
Locate paragraph(s) with answers
Write question number on Post-It & place it in
margin next to paragraph
– Cross-reference by placing page number by
question
Share & Reflect on Lessons
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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
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– Bloom’s Taxonomy
– Multiple Intelligence Theories
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Common focus
– Vary student activities
– Vary complexity
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
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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.
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Role
– helps writer decide point of view and voice (6 + 1)
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Audience
– reminds writer to communicate ideas to someone
else
– Helps writer determine content and style
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Format
– helps writer organize ideas
– Determines conventions of format (letter, story, lab
report, etc.)
Designing R.A.F.T.S. - more
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Topic
– Helps writer focus on main idea
– Helps writer organize or select appropriate
supporting details
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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
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Create 1 R.A.F.T.S. activity for
your classroom to share with the
group