Transcript Differentiation of Instruction - pcs

Working Smarter, Not
Harder:
Differentiating Instruction
Pat Holliday
Angela Szakasits
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http://www.youtube.com/watch?v=l
ulUvYfRl_c
Our objectives for this workshop are
to:
• Overview of Differentiated Instruction
• Share several strategies how you can
differentiate in your classroom
• Give a short overview of the Differentiated
Classroom (video clips)
• Think of ways you can turn your
classroom into a Differentiated Classroom
• Answer any questions that you might have
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What is Differentiation of
Instruction?
Differentiating instruction is a teacher’s
response to the student’s needs
It is how a teacher provides specific ways for
each student to learn as deeply and
quickly as possible
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Why Differentiate the Instruction?
• Some children have already mastered
concepts and skills.
• Not all children are “turned on” to
learning unless they are interested
and challenged.
• Not all children learn at the same
pace or in the same way.
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The Basic Elements of
Differentiating Instruction
• Students participate in authentic
assignments
⁻ readiness
⁻ interest
⁻ learning profile
• Ongoing assessment is a must
⁻ assess students in multiple ways
⁻ be flexible, adjust as necessary
• Most importantly-DIFFERENTIATION is
not something you do every day, all day
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Begin with these simple
strategies
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Compacting
Tiered Assignments
Independent Contracts
Learning Centers
Flexible Grouping
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Compacting
• Encourages teachers to assess students
before beginning a unit of study or
development of a skill
– Document what the student knows
– Document what the preassessment indicates
the student does not know
– Plan for meaningful and challenging use of the
student's time- students need to “buy in”
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Methods of Compacting
Spelling pretests-option (less spelling tests
to grade on Friday)
Math pretests-enrich (a step up in the
curriculum or pull challenge activities from
the textbook)
Pretest of focus skills or content-think about
what information needs to known at the
end of the unit
Tiered Assignments
• Use when you want to ensure students
with different learning needs work with the
same essential ideas and key skills
‾ Vary the level of activities on the same
concept
‾ Use a variety of resources and materials at
different learning levels and use a variety of
learning modes
‾ Assure appropriate level of challenge
‾ Be sure there is clear criteria for quality and
success
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Examples of Tiered Assignments
• Math Concept: Ordering numbers
– Group 1: Choosing numbers out of a plastic bag to
paste in order on a sheet of paper to match a
hundreds board. (recognition)
– Group 2: The teacher orally calls out numbers as
students color in the hundreds board. If student
answers are correct when he finishes, a picture is
created. (application)
– Group 3:Create number sentences (adaptation)
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• Reading Concept: Where the Red Fern
Grows or any novel that is read in
class!!!!!
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Group 1: Listen to the story on tape
Group 2: Guided Reading group
Group 3: Read the book independently
All groups watch the movie will use a
double bubble map to compare and
contrast the book and the movie
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Independent/Learning Contracts
• Contracts are negotiated agreement
between teacher and student that give the
student opportunities for choice and
freedom of acquiring skills.
• This is the perfect opportunity to integrate
other subject areas and multiple
intelligences.
Examples of Independent
Contracts
Reading Contract # 1
Reading Contract # 2
Reading Contract # 3
Learning Centers
A learning center is a classroom area that contains a
collection of activities or materials designed to teach,
reinforce or extend a particular skill or concept.
• Learning centers should focus on:
– Using materials and activities that address a wide range of
reading levels, learning profiles and student interest;
– Provide clear directions for students;
– Focus on important learning goals;
– Include instructions about what a student should do if he needs
help;
– Include a plan for on going assessment (observation and rubric).
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Example of a Science Learning
Center
Topic-Clouds and Water Cycle
Center 1-use cotton balls to represent the
different types of clouds.
Center 2-write poetry about clouds
Center 3-make a song or rap about the
water cycle
Center 4-graph the average rainfall in five
North Carolina cities
Flex Grouping
• The key is to be flexible.
• Grouping should be based on
– Readiness
– Interests
– Learning profiles
• Groups can change based on content,
units, or skill concepts.
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Examples of Flex Grouping
• Math Example- Structured setting
• Students work in a variety of group
configurations.
• Students strengths are emphasized.
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How does this apply to your
classroom?
Final Advice for Differentiating
Instruction
Start small.
Let go of control.
Teach the students to bake the cupcake
before adding the sprinkles.
Encourage students to become a problem
solver.
Step back and reflect. It’s okay to make
mistakes.
Questions !!!!!
Resources
The Differentiated Classroom by Carol Ann
Tomlinson, 1999
Differentiated Classroom