Transcript Document

Differentiated Instruction IS NOT:
"Individualized Instruction”
• Different reading assignments
• Taught skill
Chaotic
• Activities are well planned
• Students are engaged in learning
just another way to provide homogeneous grouping
• Flexible grouping
“Tailoring the same suit of clothes"
Carol Ann Tomlinson, 1995
Differentiated Instruction IS:
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Proactive
more qualitative than quantitative
• Not half as much or twice as much
provides multiple approaches to content,
process, and product
student centered
• Instruction that is engaging, relevant, and
interesting
a blend of whole-class, group, and individual
instruction
"Organic.”
• Ongoing collaboration with students
• Frequent adjustments
Carol Ann Tomlinson, 1995
Why Differentiate Instruction?
– One-size-fits-all instruction
does not reach all learners
– Learners of multiple abilities
can be educated together
– Differentiated instruction is
flexible and responsive
Differentiating Instruction
• Content
– Several elements and materials are used to support instructional
content.
– Align tasks and objectives to learning goals.
– Instruction is concept-focused and principle-driven.
• Process
– Flexible grouping is consistently used.
– Classroom management benefits students and teachers.
• Products
– Initial and on-going assessment of student readiness and growth
are essential.
– Students are active and responsible explorers.
– Vary expectations and requirements for student responses.
Making Differentiated Instruction
Attainable
• Clarify key concepts and generalizations.
• Use assessment as a teaching tool to
extend versus merely measure instruction.
• Emphasize critical and creative thinking.
• Engaging all learners is essential.
• Provide a balance between teacherassigned and student-selected tasks.
Planning Pyramid
The Planning Pyramid
is flexible based upon
the student’s prior
knowledge
Information
some students
may learn. Complex
and/or detailed information
Some
Additional facts, Most but
extensions of base
not all
concepts, related concepts
Most importantAll
concepts
students will
you want all students tolearn
learn.
Self-Talk
Task-Specific Strategies
Organizational
Strategies
The Needs Matrix: Cognitive
• Executive Control
Self as Learner
Self Regulation
Self-Talk
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Adult model
Overt self-guidance
Faded overt self-guidance
Covert self-instruction
Task Specific Strategy
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Discuss task parameters
Introduce strategies and provide rationale
Practice in authentic settings
Check students’ use of strategy
Apply strategy in increasingly difficult aspects of
the strategy
Model the use of strategies
Students critique teacher model
Shift responsibility to students
Monitor Progress!
Effective Strategies
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Lead to specific & successful outcomes
Are sequenced efficiently
Cue students to use strategies
Think metacognitively
Select appropriate procedures
Cue students to take action
Are brief
Are essential
Effective Strategy Design
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Use a remembering system
Use simple and brief wording
Begin with action words
Use 7 or fewer steps
Use words that are uncomplicated and
familiar to students
Useful Strategies
• Address a common but important existing problem that
students are encountering in their settings
• Address demands that are encountered frequently over an
extended time
• Can be applied across a variety of settings, situations,
and contexts
Portfolios
Rubrics
Knowledge
Mapping
Performance-based
Assessment
Focus Questions
• Determine a focus area
– Four T’s
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Teaching objective
Target
Taxonomy
Text/materials
– Instructional Strategies
– Learner Engagement
– Learning Environment
The Focus is Instruction
• According to research all good
instruction must include:
– Active engagement
– Reading and writing strategies
– Address the auditory, kinesthetic, visual
and tactile learners
– Address multiple intelligences
– Be developmentally appropriate
Student Questions
• What are you learning?
• Why do you need to know this?
• How do you know if your work is
good enough?
• Why should you learn this?
Using the information
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Data to determine staff development
Follow-up to staff development
Technical Assistance to buildings
Implementation check of initiatives
Specific need of school or district
Strategy 2: Make Instruction a
Whole School Endeavor
Maintain a Tight Instructional Focus
PRINCIPLE
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• Apply the instructional focus to
everyone in the organization
• Apply it to both practice and
performance
• Apply it to a limited number of
instructional areas and practices,
becoming progressively more
ambitious over time
Reflection
When was the last time that you visited
another teacher’s classroom?
If you made a visit in the last year, what did
you talk about afterwards?
What would you have like to have talked
about?
PRINCIPLE
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Routinize Accountability for Practice and
Performance
• Create a strong normative environment in which adults take
responsibility for the academic performance of children.
• Rely more heavily on face-to-face relationships than on
bureaucratic routines.
• Evaluate performance on the basis of all students, not select
groups of students and – above all – not school- or grade-level
averages.
• Design everyone’s work primarily in terms of improving the
capacity and performance of someone else – system
administrators of principals and teachers, principals of teachers,
teachers of students.
Make a List
Make a list of the ways that you can use the face to
face opportunities that you have to meet with
colleagues….
PRINCIPLE
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Open Practice Up to Direct
Observation, Analysis, and Criticism
• Make direct observation of practice, analysis, and
feedback a routine feature of work.
• Move people across settings, including outsiders into
schools.
• Center group discussions on the instructional work of
the organization.
• Model desired classroom practice in administrative
actions.
• Model desired classroom practice in collegial
interactions.
Pair-Share
What would you need to make this kind of
professional community work for you?
PRINCIPLE
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Differential Treatment Based on Performance and
Capacity
• Acknowledge differences among
communities, schools, and classrooms
within a common framework of
improvement.
• Allocate supervisory time and professional
development based on explicit judgments
about where schools are in a
developmental process of practice and
performance.
Assets Analysis
What are ways that this happens now?
What one thing could happen to deepen the practice?
PRINCIPLE
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Devolve Increased Direction Based on
Practice and Performance
• Do not rely on generalized rules about
centralization and decentralization.
• Loosen and tighten administrative control
based on hard evidence of quality of
practice and performance of diverse
groups of students;
• Greater discretion follows higher quality
of practice and higher levels of
performance.
Pair-Share Dialogue
What do you think you should work on first?
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It is not our differences that divide us. It is our
inability to recognize, accept, and celebrate
those differences
... Audre Lorde