Transcript Differentiated Instruction: Adapting the Process

Differentiated Instruction:
Adapting the Process
& Planning Lessons
Workshop 2
Facilitated By
Sara Fridley & Kathleen West
Region 3 Education Service Agency
[email protected]
[email protected]
Workshop Outcomes
Increased understanding of how to
differentiate the “process”
 Increased understanding of content
standards and of standards-based lesson
planning
 Begin creation of a differentiated
lesson/unit to be used in your own
classroom
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Let’s Share!
What Differentiated Instruction strategy did
you try in your own classroom?
 How did it work?
 Is there anything you want to do differently
in the future?
 Is there a strategy you want to use in the
future?
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Key #1 – Adapt Process
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Students use key skills
– Bloom’s Taxonomy
– Multiple Intelligence Theories
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Common focus
– Vary student activities
– Vary complexity
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Teacher uses a variety of methods
More Than One Way to Get There
Examples of Process DI
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Jig Saw Assignments
Modify the environment (fidgets)
Use good reading strategies
Graphic Organizers
Adding “movement”
Learning Centers
Learning Logs
Choices of tasks
Adjusting “time”
Using Reading Strategies in All
Content Areas
Vary strategies to
aid a variety of
learning
styles/intelligences
 Good reading
strategies work in
any content area
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STRATEGIES: Before, During, & After Reading
Graphic Organizers
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Help learners visualize information
Critical for visual learners!!
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Good resources
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– http://www.writedesignonline.com/organizers/
– http://www.ncrel.org/sdrs/areas/issues/students/learni
ng/lr1grorg.htm
Add Movement
Manipulation & Movement
 Critical to kinesthetic/tactile learners!!
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Good Resources
– Learning on Their Feet
– Minds in Motion
Where Do Butterflies Come From?
Ever wonder where a butterfly comes from? It comes from a
chrysalis (KRIS-uh-liss) which is also called a pupa. A chrysalis
looks like a tiny leathery pouch. You can find one underneath
some leaves in the summer.
Some animals don't change much as they grow up. Think about
it: someone your age looks a lot like a grown-up. Grown-ups
have more wrinkles and gray hair. But they still have two arms,
two legs and one head—just like you.
We're going to meet an animal that's very different—the
butterfly. Butterflies go through four life stages, and they look
very different at each stage.
High Quality Resources
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Marco Polo – curriculum resources
– http://www.marcopolo-education.com
» ReadWriteThink
» Illuminations
» ArtsEdge
» EconEdLink
» National Geographic Expeditions
» ScienceNetLinks
» EdSitement
Time For Lunch
Come back
at 1:00
The 4 Hats of a Teacher
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Diagnostician
– Who am I teaching?
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Program Design Engineer
– What are students expected to learn?
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Project Manager
– How are students demonstrating their knowledge?
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Assessor
– Does the student product reflect/demonstrate
understandings but also challenge them to stretch?
Program Design Engineer Hat
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What are my students expected to
– Know
– Understand
– Be able to do
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Unpack your Content Standard(s)
What does this Content Standard mean in terms of
student work?
The Content Standard is the BARE MINIMUM!
Teaching the Standard is Not the
Same as Teaching to the Test
Adapting the Process:
Pre-assessment in a Differentiated
Classroom
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Provides a baseline of
prior knowledge
Helps set a high ceiling
Capitalizes on interests,
abilities, strengths,
learning styles
Handout: Pre-assessment ladder
Approaches to
Pre-Assessment
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Formal
– Pre-tests/quizzes
– Performance on prior end-of-unit assessments
Informal
– Journal entries
– Surveys
– Webbing activities
– Systematic Observation
Project Manager Hat
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How are my students demonstrating their
knowledge?
What evidence will I collect?
 Do I record a grade for it?
 Do I have a balance between summative
and formative assessments?
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Let’s Build a Lesson
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Standards based
What pre-assessment could you use?
Understanding By Design
“Four Stages” of lesson design
1. Identify desired outcomes
2. Determine acceptable evidence
3. Plan learning experiences and instructional
activities
4. Plan differentiation
Homework for March
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Bring your first lesson/unit in March
– Rough draft is OK
– Present it to the group
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Read & Explore
– The Brain Compatible Classroom
» The Body, Movement, & the Brain
» Time, Time, and More Time
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?
Brain Resources
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Brain Breaks
– http://www.alite.co.uk/information/brain_breaks.htm
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Grow a Brain (Susan Jones)
– http://www.susanjjones.com/grobraintro.html
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The Brain Connection
– http://www.brainconnection.com/
Fun Math Resources
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Chaos in the Classroom
– http://math.bu.edu/DYSYS/chaos-game/chaos-game.html
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Fractals
– http://math.rice.edu/~lanius/frac/
Pre-assessment Resources
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http://assist.educ.msu.edu/ASSIST/classroom/asse
ssment/section1/sec1strat1preassess.htm
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http://curry.edschool.virginia.edu/gifted/projects/N
RC/projects/ascd/ascd2002.ppt