Transcript Differentiated Instruction

One Size Does Not Fit All:
An Introduction to
Differentiated Instruction
Workshop 1
Facilitated By
Sara Fridley & Kathleen West
Region 3 Education Service Agency
[email protected]
[email protected]
Take Care of Business
Introductions
Expectations of Trainers
Credit
Service Agreements
Workshop Outcomes
Increased understanding of what
Differentiated Instruction IS & IS NOT
Add to our Instructional Strategies
Toolbox
Increased understanding of theories of
multiple intelligence/learning styles
Begin planning a differentiated lesson/unit
for your own classroom
Essential Question
What are we preparing students to
do?
What Differentiation IS NOT . . .
The same as individualization
Just another way to group kids
Expecting less of struggling learners
than of typical learners
A substitute for specialized services
Chaotic
New
What Good Differentiation IS . . .
Varied avenues to content, process, product
Respectful of all learners
Proactive
Student-centered
A blend of whole class, small group, and
individual instruction
Based on students’ readiness, interests,
and/or learning profile
“Currently, students are required to adapt . . .
to the prevalent teaching practices and
instructional materials and assessment
instruments. Those who can’t adapt are
viewed as being deficient in their ability to
learn.”
- Marie Carbo, Educating Everybody’s Children
Essential Question
What contextual issues impact and
influence curriculum and instruction?
3 Key Ways to Differentiate
Instruction
Process
Activities
Calls on students to use key skills
Content
What we teach students
Materials and methods used
Product
How students show what they have learned
Should also allow students to extend what they
learned
Key #1 – Adapt Process
Students use key skills
Bloom’s Taxonomy
Multiple Intelligence Theories
Common focus
Vary student activities
Teacher uses a variety of methods
Process Differentiation Examples
Tiered Assignments
Layered Curriculum (Nunley)
Learning Centers
Interactive Journals
Jig Saw Assignments
Learning Logs
Graphic Organizers
Key #2 – Adapt Content
Refers to both materials & methods
Accommodate students’ different
starting points
Some students ready for more complex
or abstract levels
Some students ready for independent
work
Content Differentiation Examples
Multiple texts
Interest centers
Learning contracts
Support systems
Audiotapes
Mentors
Study partners
Key #3 – Adapt Product
Culminating learning experience that
occurs after many days or weeks of
study
Demonstration and extension of what
they know, understand, and are able
to do
Product Differentiation Examples
Variety of assessment types
Tiered Assignments
Independent Study
TIME FOR A BREAK
Questions On the Wall
Use your envelope to write any question
you might have for the group on any
curriculum design or classroom
management topic.
Make sure your name is on the flap!
Variables to Consider
Readiness – in reading, math, &
beyond
Complexity & Challenge of both
process & product
Pace of learning and production
Grouping practices
Use of assessment results to inform
teaching and learning
Principles to Guide
Differentiated Classrooms
Focus on essentials
Attend to student differences
Assess often and use it to make
adjustments/modifications
Mutual respect
Be flexible
Doesn’t happen 100% of the time!!!!
Simple Ways to Start
Add an interdisciplinary element to a
favorite unit
Collaborate with other teachers
Offer students a variety of
presentation options
Apply Multiple Intelligence thinking
to group/individual projects
A Few Fun Strategies
Teach In Color!
Lefties Rule!
Color Increases Understanding
Using color for key
concepts can
increase memory
retention up to
25%
Teach in Color
Color with Sunshine
Colored Acetate
Number chart
Sliding mask
Scotopic Sensitivity
Syndrome
Highlight grammar
Painted Essay
The Painted Essay
Scotopic Sensitivity Syndrome
Contrast problems (only 1 symptom)
Strategies
Use dull colored paper for writing
Use colored acetate over black text on white
paper
Use a bookmark when reading to avoid losing
place
http://www.hale.ndo.co.uk/scotopic/
http://www.irlen.com/sss_main.htm
Left Handed –
In a Right Handed World
One person in 10 is left handed
Hand preference is evident by age 5
Most common items/tools are
designed for right handed people
Scissors
Rulers
Musical instruments
Time For Lunch
Come
back at
1:00
Multiple Intelligences
Begin With the Brain
Simple Learning Styles
Auditory
Learns best from listening
Visual
Learns best from seeing
Kinesthetic/Tactile
Learns best from doing
Gardner’s Multiple Intelligences
Logical/Mathematical
Visual/Spatial
Musical/Rhythmic
Bodily/Kinesthetic
Naturalist
Interpersonal
Intrapersonal
Verbal/Linguistic
Sternberg Intelligences
Analytical
Practical
Creative
Watch the ASCD Video
TIME FOR A BREAK
Questions On the Wall
Share your experience & expertise with
your peers
Use your index cards and share any idea
for any question on the wall
Writing an Intelligence
Preference Activity
As a result of the lesson, students
should
Know what?
Understand what?
Be able to do what?
What range of learner needs in your
class relate to the topic?
Assignments for February
Try a new strategy & report back to
the group
Begin the planning process for a
lesson using intelligence preference
Bring your lesson materials to use
Resources
www.sdesa.org
Click on Region 3, Resources, Teacher
www.ascd.org
http://www.thirteen.org/edonline/concept
2class/
Variety of online topics
Assessment & Curriculum Redesign
Constructivism
Multiple Intelligences