Transcript Document
Differentiated Instruction Efficiency vs. Effectiveness Traits of EFFICIENT Class • Student differences are masked, or acted upon when they become problems. • Whole class learning predominates. • Textbooks guide instruction. • Assignments provide no choice. • Little attention paid to readiness. • Little attention paid to learning profiles. • Student interests do not play a large role in the curriculum. • Time is inflexible. • Single text prevails • Mastery of facts out of context is typical. • Teacher directs students • Students assessed in one way. • One set of standards for grading. Traits of EFFECTIVE Class • Planned in advance of instruction. • Rooted in student need. • Derived from on-going assessment program. • Respects each learner. • Builds a community. • Student-teacher partnerships. • Focuses on growth over competition. • Scaffolds growth for each learner. • Supports collaboration. • Addresses readiness, interest, and learning profile. • Stretches each learner • Supports success of each learner. • OPENLY acknowledges that each student is different and will therefore have different goals, activities, and assessments. Differentiated instruction is not something new. Think of the one-room schoolhouse. Teachers faced the challenge of finding different pathways to help a wide range of learners be successful. The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way. Howard Gardner Differentiated Instruction Defined: “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson Differentiated Instruction is NOT . . . • Individual instruction; • An IEP for each student; • Unstructured; • Another word for tracking; • Busy work for the "good" students and less and different for the "poor" students; • “Dumbing” down the curriculum; • Just modifying grading systems and reducing work loads; • A program, model, or recipe. RESPECTFUL TASKS: • DI is predicated on respect for the students: – – – – Respect for their learning styles Respect for their starting point Respect for their needs Respect for their interests • Lesson Planning: – Honors both the commonalities and differences of cohort, but not by treating them all alike. – Offers all students the opportunity to explore essential understandings and skills at degrees of difficulty that escalate consistently as they develop their understanding and skill. – Endeavors to understand what individual students need to learn most effectively (through continuous formative assessment ) Definition & Goal of Differentiated Instruction Differentiated instruction makes it possible to maximize learning for ALL students. It is a professional and responsive mind-set where the teacher is proactively planning for the needs of diverse learners. WE HAVE TO TEACH THE STUDENTS WE HAVE NOT THE STUDENTS WE USED TO HAVE NOT THE STUDENTS WE WANT TO HAVE NOT THE STUDENTS OF OUR DREAMS WE HAVE TO TEACH THE STUDENTS WE HAVE How Students Retain Information: Group Activity Match these terms to the pyramid on the left: • • • • • • • Teach Others Reading Practice by Doing Lecture Discussion Group Audio-Visual Demonstration 5% 10% 20% 30% 50 % 75 % 90% Learning Pyramid Differentiation is a commitment to provide students with what they need to succeed . . . – Fair does not always mean equal!! – Need to find each student’s “zone” Get Students in the Zone! Too Easy On Target •I get it right away… •I know some things… •I already know how… •I have to think… •This is a cinch… •I have to work… •I’m sure to make an A… •I have to persist… •I’m coasting… •I hit some walls… •I feel relaxed… •I’m on my toes… •I’m bored… •I have to re-group… •No big effort… •I feel challenged… •Effort leads to success… Too Hard •I don’t know where to begin… •I can’t figure it out… •I’m spinning my wheels… •I’m missing key skills… •I feel frustrated… •I feel angry… •This makes no sense… •Effort doesn’t pay off… THIS is the place to be…..This is the achievement zone….. Where Do We Start? Assessment is the foundation • Developing an approach to DI requires a systemic means of collecting information on your students. • Before learning: – Knowledge “starting point”; – Learning styles; – Interests; • During Learning – Self Monitoring; – Formative check points; • After Learning – Degree of mastery; – Re-teaching; – Re-assessing; Assessment Continuum Pre-assessment + Evaluation Determination of students’ current levels of readiness in order to appropriately plan instruction Formative + Evaluation Accumulation of information about students’ progress in order to make instructional decisions Summative + Evaluation Accumulation of information about students’ progress at the end of a unit of study to determine whether the criteria of the standards have been met Assessment in the differentiated classroom is an ongoing process. Once we accept the diversity of our cohort, we can begin to imagine our approach to differentiation: Not Differentiated “One-Size-Fits-All” Highly Differentiated Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning Differentiation Is a teacher's response to learner’s needs Respectful tasks Flexible grouping Continual assessment Teachers can differentiate through Content Process Product According to students’ Readiness Interests Learning Profile Environment Through a variety of instructional strategies Carol Ann Tomlinson (2006) -CHOICEThe Great Motivator! • Requires students to be aware of their own readiness, interests, and learning profiles. • Students have choices provided by the teacher. (YOU are still in charge of crafting challenging opportunities for all students – NO taking the easy way out!) • Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC . . . • Use choice in content, process, and product GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING! Differentiating by content: Vocabulary Instruction Essential Q uestions Learning contracts Reading comprehension Content Minilessons Using varied text and resource materials Compacting Audio/Video recorders Varied Support Systems Lists of Key Ideas Highlighted Print Materials Note-taking O rganizers Peer or Adult mentors Differentiating Processes: Learning contracts Writing Workshops Anchor Activities Tiered assignments Literature Circles Proces s Graphic Organizers Learning Centres Flexible grouping Framing Questions Learning Logs Differentiating Product: Conduct a debate Develop gam es Write books Develop we b pages Present a puppet show Products Write a photo essay Make a vide o documentary Write a song Give a presentation A “Typical” Day in a D.I. Class • • • • • • • • • Predictable, not rigid, schedule; Blocks of time for units of study; Procedures defined and in place; Students assuming responsibility; Voice and choice for students; A variety of materials are in use; Flexible grouping occurs regularly; Daily reflection on learning; Regular community gatherings; The Importance of ANCHORS • In a high functioning DI environment, students will be moving at a different pace through various tasks. • How will you assure a continuous flow of learning? • ANCHOR ACTIVITIES!!! Anchor Activities What Do I Do If I Finish Early? • Read – comics, letters, books, encyclopedia, poetry, etc. • Write – a letter, poetry in your Writer’s Notebook, a story, a comic, etc. • Practice your cursive or calligraphy • Keyboarding • Help someone else • Create math story problems or puzzles • Work on independent study of your choice • Play a math or language game • Find out how to say your spelling words in another language • Practice ACT / SAT cards • Solve a challenge puzzle with write it up • Practice anything! • Get a jump on homework • Use your imagination and creativity to challenge yourself! 10 Strategies for Managing a Differentiated Classroom: 1. 2. 3. 4. 5. Have a strong rationale for differentiating instruction based on student readiness, interest and learning profile. Begin differentiating at a pace that is comfortable for you. Time differentiated activities for student success. Use an “anchor activity” to free you up to focus your attention on your students. Create and deliver instructions carefully. 10 Strategies for Managing a Differentiated Classroom: 6. 7. Have a “home base” for students. Be sure students have a plan for getting help when you are busy with another student or group. 8. Give your students as much responsibility for their learning as possible. 9. Engage your students in talking about classroom procedures and group processes. 10. Use flexible grouping. Instructional Methods: • • • • • • • • • • • Adjusted Questions Intelligence Preferences Complex Instruction RAFTS WebQuests Compacting Tiered Tasks Independent Projects Learning Contracts Learning Centers Anchor Activities Let’s survey these methods!!