Transcript Document

What Is Differentiation?
• A teacher’s response to learner needs
• The recognition of students’ varying
background knowledge and preferences
• Instruction that appeals to students’
differences
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Teachers Can Differentiate
Content
Process
Product
According to Students’
Readiness
Interest
Learning
Profile
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Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
Tips for Implementing Differentiated
Instruction: Your Classroom
• Start slowly.
• Organize your
classroom space.
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Teacher
Station 1
Inboxes
Bookshelf
Teacher
Station
2
Schedule
Group
Assignments
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Tips for Implementing Differentiated
Instruction: Your Classroom (continued)
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•
•
•
Start student files.
Start student portfolios.
Use a clipboard.
Use technology.
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Based on pre- and ongoing
assessments,
what and how will you
differentiate??
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K.U.D.
• What students will Know (e.g., key
knowledge and skills)
• What students will Understand (e.g., big
ideas, specific understandings, &
misconceptions)
• What students will be able to Do (e.g., what
they should be able to do as a result of
knowledge and skills)
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Differentiating Content
• Vary the presentation to reflex learning
styles/strengths
• Adjust the degree of complexity of the skills
and concepts and principles
• Use varied materials
• Use varied teaching methods/strategies
• Target instruction to readiness level
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Differentiating Content con’t
• Provide scaffolded support
• Examples
• Visual Strategies to Support Reading
(Graphic Organizers)
• Curriculum Compacting
• Concept Mastery Routine
• Concept Comparison Routine
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Curriculum Compacting
• Curriculum compacting is an instructional
technique designed to make curriculum
modifications that allow for both
acceleration and enrichment. (Dr. Joseph
Renzulli).
• Allows students to finish in less time and
progress at their own pace.
• Students are only taught concepts that they
do not already know.
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Curriculum Compacting: Phase 1
• Exploratory Stage
• Pre-assessment:
- Test, conference, portfolio conference
• To find out what the learner:
- Knows, needs to know, wants to know
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Curriculum Compacting: Phase 2
• Analyze data
• Mastery : Skills, concepts
What have they mastered?
• Needs to Master:
What else do they need to know?
• How will they learn it?
Whole class, independent study,
homework, mentor/buddy in or out of
school, online?
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Curriculum Compacting: Phase 3
• Advanced Level Challenges
• Investigations, service learning, projects,
contracts
• Opportunities to be analytical, practical,
creative
• Assessment
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Differentiating Process
• Modifying the “sense-making” of the lesson
• Teachers can offer more than one way to process
the ideas and concepts.
• Examples:
• Learning Centers
• Role-playing
• Hands-on activities
• Parallel tasks
• Tiered/Adjusted assignments
• Learning contracts
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• Choice boards
Differentiating Process con’t
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Use flexible groupings
Use varied teaching methods/strategies
Create learning stations
Establish learning contracts
Allow student self assessments and goal
setting
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Dinner Menu – Photosynthesis
Appetizer (Everyone Shares)
•Write the chemical equation for photosynthesis.
Entrée (Select One)
•Draw a picture that shows what happens during photosynthesis.
•Write two paragraphs about what happens during photosynthesis.
•Create a rap that explains what happens during photosynthesis.
Side Dishes (Select at Least Two)
•Define respiration, in writing.
•Compare photosynthesis to respiration using a Venn Diagram.
•Write a journal entry from the point of view of a green plant.
•With a partner, create and perform a skit that shows the
differences between photosynthesis and respiration.
Dessert (Optional)
•Create a test to assess the teacher’s knowledge of
photosynthesis.
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THINK-TAC-TOE
Book Report
Draw a picture of Perform a play that Write a song about
the main character.
shows the
one of the main
conclusion of a
events.
story.
Write a poem
about two main
events in the story.
Make a poster that
shows the order of
events in the story.
Dress up as your
favorite character
and perform a
speech telling who
you are.
Create a Venn
diagram
comparing and
contrasting the
introduction to the
closing.
Write two
paragraphs about
the main character.
Write two
paragraphs about
the setting.
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Tiered Activity – Writing a Persuasive Essay
4th–6th Grade Classroom
Beginning
Intermediate
Advanced
Outcome/
Objective
Students will determine a topic and
will write a five-sentence
paragraph with a main idea, three
supporting sentences, and a
concluding sentence.
Students will determine a topic,
state a point of view, and write
two paragraphs defending that
point of view.
Students will determine a topic,
state a point of view, and write an
essay of at least five paragraphs
that uses multiple sources to
defend that point of view.
Instruction/
Activity
Students will receive a model of a
five-sentence paragraph and
explicit instruction in constructing
the paragraph.
As a prewriting activity, students
will list their topic and develop a
list of at least three things that
support their topic.
Students will receive a model
of a persuasive essay and a
graphic organizer that explains
the construction of a persuasive
essay. Students will also
receive explicit instruction in
writing a persuasive essay.
As a prewriting activity,
students will use the graphic
organizer to plan their writing.
Students will review the graphic
organizer for a persuasive essay.
Students will be given explicit
instruction in locating sources and
quotes for their essays. As a
prewriting activity, students will
use the graphic organizer to
organize their essay. Students
will also compile a list of five
sources that defend their main
point.
Assessment
Students will be able to write a
five-sentence paragraph that
successfully states and supports a
main idea. The paragraph will
meet the criteria on the state
writing rubric.
Students will be able to state a
point of view and successfully
defend the idea using two
paragraphs that defend the
point of view using main ideas
and supporting details. The
paragraphs will meet the
criteria on the state writing
rubric.
Students will be able to write a
five-paragraph essay that states a
point of view, defends the point of
view, and uses resources to
support the point of view. The
essay will meet the criteria on the
state writing rubric.
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Learning Contracts
Strategy for DI
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Learning Contract #1
Name _______________________
My question or topic is:
To find out about my question or topic…
I will read:
I will look at and listen to:
I will draw:
I will write:
I will need:
Here’s how I will share what I know:
I will finish by this date:
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Learning Contract #2
To demonstrate what I have learned about ____________________, I want to
_ Write a report
_ Put on a demonstration
_ Set up an experiment
_ Develop a computer presentation
_ Build a model
_ Design a mural
_ Write a song
_ Make a movie
_ Create a graphic organizer or diagram
_ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________
To do this project, I will need help with
______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________
______________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date ___/___/___
Teacher signature: ________________________________ Date ___/___/___
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Learning Centers
Strategy for DI
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Definition
A classroom area that contains a
collection of activities or materials
designed to teach, reinforce or extend a
particular skill or concept.
Kaplan, et al. 1980
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Suggested Learning Center
1. Transitional Center – for those students who have
not met the necessary knowledge and skill levels
<re-teach or remediate>
2. Essential Center – for those students who are
about to meet the levels <instructional>
3. Exploration Center – for those students who are
ready for independent work
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Bloom and Learning Centers
• Transitional Level:
• Knowledge and Comprehension
• Essential Level:
• Application and Analysis
• Exploration Level:
• Synthesis and Evaluation
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Differentiated Product
• The Product assignments must match the
essential learning and include expectations
for quality.
• Examples:
• Cubing (Bloom’s 6 levels…bottom to top)
• Exit Cards
• Assessments (written, visual, technological)
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EXIT CARDS
Today you began to
learn about decimal
fractions
• List three things
you learned
• Write at least one
question you have
about this topic
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EXIT CARDS
We have been learning
about The Greenhouse
Effect. Explain or depict
your understanding of this
important environmental
issue.
What questions do you
have about this topic?
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EXIT CARDS
We have begun a study
of author’s craft.
List and identify three
examples of figurative
language used in the
novel Morning Girl by
Michael Dorris.
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EXIT CARDS
On your Exit Card--Explain the difference
between prime and
composite numbers.
You may wish to give
some examples of each
as part of your
explanation.
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EXIT CARDS
On your exit card--Explain the difference
between simile and
metaphor. Give some
examples of each as
part of your
explanation.
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Assessment in the Differentiated
Classroom
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Ongoing
Instruction-dependent
Student-dependent
Informative for continued
instruction
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