Transcript Differentiated Instruction - Washington

Differentiated Instruction
Tool Kit
One Size Does NOT Fit ALL
Differentiation
• When a student learns faster
– Than course prescribed pace
• When a student is ready for greater depth
– Than is planned in learning sequence
• When a student has difficulty learning
– Needing access to the curriculum by:
• Adapting the pace
• Adapting the scope
• Adapting the product
Differentiation is Responding
• To Students:
– Readiness
– Interests
– Learning Profile
– Need for Intervention, regular access or
Enrichment in class/classroom
Content
Process
Product
The Student Seeks Affirmation
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I am accepted here.
People listen to me here.
People know how I’m doing and it matters.
My interests are acknowledged.
My perspectives are considered.
People believe in me here.
The Student Seeks Contribution
• I make a difference here.
• I bring abilities that are unique and make
contributions here.
• I help others to succeed as a whole.
• I am connected to others through mutual
work and common goals.
The Student Seeks Power
• What I learn is useful to me.
• I make choices that will contribute to my
success.
• I understand how this place operates and
what is expected of me.
• I know what quality looks like here and
how to achieve it.
• There is dependable support here.
The Student Seeks Purpose
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I understand what we do here.
I see significanece in what we do here.
What we learn reflects me and my world.
The work absorbs me.
The Student Seeks Challenge
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The work here complements my ability.
The work stretches me.
I work hard.
I am accountable for my own growth and
my contribution to the growth of others.
• I often accomplish things here I didn’t
believe were possible.
The Teacher Responds with Invitation
• I have respect for who your are and who you can
become.
• I want to know you.
• You are unique and valuable.
• I believe in you.
• I have time for you.
• I learn when I listen to you.
• This place is yours, too.
• We need you here.
The Teacher Responds with Opportunity
• I have important things for you to do here today.
• I ask you to do worthy things.
• The things you are ask to do are often daunting
or worrying-stretching you-opening new
possibilities for you.
• The things I give you to do help you to become
all you can be.
• You have specific roles that make us all more
efficient and effective.
The Teacher Responds with Investment
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I work hard to make this place work for you.
I work to make this place reflect you.
I enjoy thinking about what we do here.
I love to find new paths to success.
It is my job to help you succeed.
I am your partner in growth.
I will do what it takes to ensure your growth.
The Teacher Responds with Persistence
• You’re growing, but you’re not finished
growing.
• When one route doesn’t work, there are
others we can find.
• Let’s figure out what works best.
• There are no excuses here, but there is
support.
• There is no finish line in learning.
The Teacher Responds with Reflection
• I watch you and listen to you carefully and
systematically.
• I make sure to use what I learn to help you
learn better.
• I try to see things through your eyes.
• I continually ask, “How is this partnership
working?”
• I continually, ask, “How can I make this
better?”
Curriculum/Instruction as the Vehicle-Important
• What we study is essential to the structure
of the discipline.
• What we study provides a roadmap toward
expertise in the discipline.
• What we study is essential to building
student understanding.
• What we study balances knowledge,
understanding, and skill.
Curriculum/Instruction as the Vehicle-Focused
• Whatever we do is unambiguously aligned
with the articulated and essential learning
goals.
• Whatever we do is designed to get us
where we need to go.
• Both the teacher and students know why
we’re doing what we’re doing.
• Both the teacher and students know how
parts of their work contribute to a bigger
picture of knowledge, understanding and
skill.
Curriculum/Instruction as the Vehicle-Engaging
• Students most often find meaning in their work.
• Students most often find the work intriguing.
• Students see themselves and their world in the
work.
• Students see value to others in the work.
• Students find the work provokes their curosity.
• Students often find themselves absorbed by the
work.
Curriculum/Instruction as the Vehicle-Demanding
• The work is most often a bit beyond the
reach of each student.
• Student growth is nonnegotiable.
• Standards for work and behavior are high.
• Students are guided in working and
thinking like professionals.
• There is no “loose” time.
Curriculum/Instruction as the Vehicle-Scaffolded
• The teacher teaches for success.
• Criteria for success are clear to students.
• Criteria for classroom operation and student behavior
are clear to students.
• Varied materials support growth of a range of learners.
• Varied modes of teaching support a variety of learners.
• Varied avenues to learning support a variety of learners.
• Small and large group instruction focuses on varied
learner needs.
• Varied peer support mechanisms are consistently
available.
• Their teacher uses modeling, organizers, and other
strategies to point out success.
Tool 1-Student Choice
• Differentiation by Student Choice
– Simply add a test question that asks the
student to share something about today’s
subject matter that isn’t on the test.
– Simply ask the students to submit for your
approval an alternate way of demonstrating
the knowledge of the subject matter being
studied.
Tool 2-Tic-Tac-Toe
• Create a TIC-TAC-TOE assignment or test
– In the center box place the part expected from
all students
– In the other eight boxes place activities that
differentiate by readiness, interest and
learning profile
Tool 3-Tiering
• Tier by adjusting to student readiness. The
tiers would suggest a vertical lower to
higher connotation.
– Example:
• Use the knowlede of scalene, right, isosceles and
equilateral to find examples of architecture using
each kind of triangle and explain why each was
chosen.
• Use the partial knowledge of an isosceles
triangule’s measurements to determine the volume
of a three-dimensional solid, of which the triangule
is one part of its surface.
• Draw a triangule and determine its area.
Tool 3-Tiering
• Find a way to count and show how many girls &
boys are in class today and how many girls &
boys are absent today. Have diagram to
illustrate.
• Find a way to count and show how many
students are in our class today and how many
are absent. Have seating chart to show.
• Find a ways to count and show how many
students are in our class today. Provide a
seating chart and list of first names.
Tiering the Challenge Level
• Manipulate information,
not just echo it
• Extend concept to other
areas
• Integrate more than one
subject area
• Incorporate more facets
or variables
• Apply content/skills in
situations not yet
experienced
• Analyze the action or
object
• Argue against or for
something taken for
granted
• Deal with multiple
meanings
• Work with the ethical side
of a subject
• Work with more abstract
concepts and models
Tool 4-Web Quest
• WebQuest.org
• WebQuest is an inquiry-oriented lesson
format in which most or all the information
that learners work with comes from the
web. Thousands of examples, all grades
and disciplines.
• http://www.ohiorc.org/
• Ohio Resource Center. Thousands of
examples, all grades & disciplines.
Tool 5-Learning Contracts
• Learning goals for a unit, topic or study
• Assessment of learner proficiency with above
goals to determine learning needs
• A “package” of tasks, activities, meeting times
with the teacher, etc.
• Directions for how student is expected to work
during the contract time with a timeline for
completion, how to get the work approved when
it is finished and where to turn it in, and criteria
for grading, etc.
• The actual tasks a student is expected to
complete as part of his/her contract.
Student Profiles
• Like Me and Not Like Me
• Student Interest Survey
Anchor Activity Sheets
• First…It is impossible to have nothing to
do…learning can always be extended,
deepened, etc.
• Second…Do I have any work I need to finish? If
no, then brainstorm and select from Anchor
Activity Sheet List
• Examples: Illustrate a story, challenge yourself
to apply today’s lesson in a way not yet
mentioned, make up a lesson, from your
teacher’s perspective that is on the same topic,
go to the web and expand your knowledge,
create a cartoon, encyclopedia entry or such.
Writing Bingo
• Create a Bingo chart
• Allow student selection except center square
• Receipe, Thank You Note, Letter to Editor,
Directions from one place to another,
Interview, Poem, Greeting Card, Web Page,
Ad, Newspaper article, Invitation, etc.
Student Checklist
• Detailed outline of skills and expectations
with scoring rubric.
• Example: Word Choice: correct words
used, precise words used or variety of
word used.
• Example: Sentence structure: complete,
clear, length varies and readability.
Concept Wall or Map
• Example: we propose these, accept these
and reject these principals.
• Example: these are rational, these are not
Peer Critique Guide
• Student Poems
• 1. Describe the image the poem brings to
your mind.
• 2. What two places do you feel are the
strongest in creating the image above?
• 3. Where do you feel word choice is most
effective?
• 4. Name all literary devices the author
used.
Graphic Organizers
• Stars and Planets
How alike
How different
• Conversational Roundtable
– Each Character gives their perspective.
Class Book Notes
• Each day a different student
– Takes notes on class
– Records important/key concepts
– Records homework/classwork
Question/Comment
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I wonder why
What caused
I think
This is similar to
This is important because
What I find confusing is
I can relate because
This reminds me of
Access Center
• http://www.k8accesscenter.org/index.php
• Resources focus on core content
areas—language arts, math, and
science—as well as on instructional
and learning strategies
• To provide students with disabilities
access to rigorous academic content.
Diner Menu Lesson
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Chose 1 appetizer
Chose 1 Entrée
Choose at least 2 Side Dishes
Dessert (Optional)
RAFT Lessons
• R role…chose person from story to be
• A audience… choose who writing to
• F format..what students will create such as
map, travel poster, notes,list of do’s and
don’ts, etc.
• T topic…List of different topics on the lesson to
give individuality and student interest
incorporation