Transcript What Does Differentiated Instruction And Assessment Look Like?

What Does
Differentiated Instruction
And
Assessment
Look Like?
Source: Differentiated Instruction and Assessment by Sue Watson
http://specialed.about.com/od/teacherstrategies/a/differentiated.htm
What Do They Know?
• First of all, identify the learning
outcomes. For this example we will use:
Natural Disasters
• Now we need to tap into our student's prior knowledge.
• For this stage you can do a brainstorm with the whole
group or small groups or individually. Or, you can do a
KWL chart. Graphic organizers work well for tapping into
prior knowledge.
• You may also consider using a who, what, when, where,
why and how graphic organizers individually or in
groups.
• Key to this task is ensuring that everyone can contribute.
What They Need/Want To Learn
• Now that you've identified what the students know, it's
time to move into what they need and want to learn. You
can post chart paper around the room dividing the topic
into sub topics.
• For instance, for natural disasters you could post chart
paper with different headings (hurricanes, tornadoes,
tsunamis, earthquakes etc.).
• Each group or individual comes to the chart paper and
writes down what they know about any of the topics.
From this point you can form discussion groups based
on interest, each group signs up for the natural disaster
they want to learn more about.
• The groups will need to identify the resources that
will help them gain additional information.
Demonstrating New Knowledge
• Now it's time to determine how the students will demonstrate their
new knowledge after their investigations/research which will include
books, documentaries, internet research etc. For this, again, choice
is necessary as is taking into consideration their strengths/needs
and learning styles.
• Here are some suggestions:
–create a talk show, write a news release,
–teach the class, create an informational brochure,
–create a PowerPoint to show everyone,
–make illustrations with descriptors, give a demonstration,
–role play a newscast, create a puppet show,
–write an information song, poem, rap or cheer,
–create flow charts or show a step by step process,
–put on an informational commercial,
–create a jeopardy or who wants to be a millionaire game.
The possibilities with any topic are endless.
• Through these processes, students
can also keep journals in a variety of
methods. They can jot down their new
facts and ideas about the concepts
followed by their thoughts and
reflections.
• Or they can keep a log of what they
know and what questions they still
have.
• Teachers need to create a variety of entry
points to ensure that student differing
abilities, strengths, and needs are all taken
into consideration. Students then need
varying opportunities to demonstrate their
knowledge based on the teaching, hence
differentiated assessment.
Assessment
• You can assess the following:
completion of tasks, ability to work with and
listen to others, participation levels, respects self
and others, ability to discuss, explain, make
connections, debate, support opinions, infer,
reason, re-tell, describe, report, predict etc.
• The assessment rubric should contain
descriptors for both social skills and knowledge
skills.
• As you can see, you have probably already
been differentiating your instruction and
assessment in much of what you're already
doing.
• You may be asking, when does direct
instruction come into play?
• As you're watching your groups, there will
always be some students who will need some
additional support, recognize it as you see it and
pull those individuals together to help move
them along the learning continuum.
If you can answer the following questions, you're
well on your way.
1. How are you differentiating content? (variety of
leveled materials, choice, varied presentation
formats etc.)
2. How are you differentiating assessment?
(students have many options to demonstrate
their new knowledge)
3. How are you differentiating the process?
(choice and variety of tasks that consider
learning styles, strengths and needs, flexible
groupings etc.)
Although differentiating can be challenging at
times, stick with it, you will see results.