Transcript Differentiated Instruction: Adapting the Process

Differentiated Instruction:
Adapting the Product
Facilitated By
Sara Fridley & Kathleen West
Region 3 Education Service Agency
[email protected]
[email protected]
Workshop 3
Workshop Outcomes

Share and reflect on lesson planning
Review understanding of how to
differentiate the “process”
 Increase understanding of how to
differentiate the “product”

String Activity
Indicators that students DO NOT
understand where the unit/lesson is
headed. They ask:
Why are we doing this?
 Does this count? How am I doing?
 How does this relate to . . .?
 Is this right? Is this what you want?
 They don’t know how to prepare for the
culminating assessments.

Indicators that the unit/lesson
WILL NOT be effective:

The textbook seems to be the only source of content
to be understood.
 There is little or no inquiry, exploration, or
questioning.
 Unit/lesson design assumes the students have all
needed performance skills without adequate time to
practice/rehearse.
 Students seem unprepared for/surprised by final
assessment/performance tasks.
 Unit/lesson seems driven more by the goal of
“coverage” than by the students’ needs to make
sense of and use the content in meaningful ways.
Share & Reflect on Lessons

Peer Review of Lessons
– Indicators of teaching for
understanding
– Rubric
Reading Strategies
USF Credit Registration
EDU 529L Differentiating Instruction
 Feb-May 2008
 2 credits

Time For Lunch
“The Equalizer”
One way to think about readiness variance using the same
topic – can be a guide to Tiering Assignments.
Essential Question

How might you use “The
Equalizer” to address varied
readiness levels, interests,
learning profiles, and talents
in your own classroom to
benefit the range of learners
you teach?
Key #3 – Adapt Product
Students have choices of product
 Students use key skills to create product

– Bloom’s Taxonomy
– Multiple Intelligence Theories

Common focus
– Vary student activities
– Vary complexity
Create Multiple Paths For Learning
Key Concept
or
Understanding
Struggling
With The
Concept
Reaching Back
Some
Understanding
READINESS LEVELS
Understand
The
Concept
Reaching Ahead
When Tiering – Adjust . . .
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Level of Complexity
Amount of Structure
Materials
Time/Pace
Number of Steps
Form of Expression
Level of Dependence
Tiered Assignments Based on
Multiple Intelligences
Choices of process or product
 Match the Tier with the Intelligence

– Gardner Theory
– Sternberg Theory
Tiered Assignments

Rationale – “when tasks are well beyond the
grasp of students, those students do not
learn.”
– Burn out

Rationale – “advanced learner may make A’s
when tasks are too easy for them, but they
also do not learn.”
– Tedium

Zone of Proximal Development
– “we learn only when tasks are a little too hard for
us and a support system is available to help us.”
– Moderate Challenge
Indicators of Effective Tiers

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Tiers are squarely focused on essential
knowledge, understanding, and skill
Tiers are equally engaging to students
Pre-assessment formed basis for assigning
students to tiers
ALL students must think at a high level to
complete task
Support system is in place
Students understand the task and why they
are not all doing the same thing
Layered Curriculum

Kathie Nunley
– “C” Level (knowledge base)
– “B” Level
– “A” Level (highest level thinking skills)
Layers based on Bloom’s Taxonomy
 Each student makes choices from ALL
layers

Differentiated & Tiered Lesson
Resources

Kathie Nunley’s Layered Curriculum
– http://www.help4teachers.com/

Indiana Dept. of Ed Gifted & Talented
– http://www.doe.state.in.us/exceptional/gt/tiered_curriculum/w
elcome.html
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Regina, Saskatchewan Schools
– http://www.saskschools.ca/curr_content/bestpractice/
– Check out their other resources too
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Washington and Lee University
– http://teachereducation.wlu.edu/courses/practicum/Differenti
ation.htm
Homework for May

Email final version of first lesson
to Sara to post on ESA web page
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Begin Lessons 2, 3, 4 (can be
Tiered, Layered, RAFTS, Web
Quests, etc.)