Transcript Differentiated Instruction: Adapting the Process

Differentiated Instruction:
Adapting the Process
Workshop 2
Facilitated By
Sara Fridley & Kathleen West
Region 3 Education Service Agency
[email protected]
[email protected]
Workshop Outcomes
Increased understanding of how to
differentiate the “process”
 Establish a new personal professional
library of resources on differentiation
 Begin creation of a differentiated
lesson/unit to be used in your own
classroom
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Key #1 – Adapt Process
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Students use key skills
– Bloom’s Taxonomy
– Multiple Intelligence Theories
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Common focus
– Vary student activities
– Vary complexity
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Teacher uses a variety of methods
Using Reading Strategies in All
Content Areas
Vary strategies to
aid a variety of
learning
styles/intelligences
 Good reading
strategies work in
any content area
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High Quality Resources
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Marco Polo – curriculum resources
– http://www.marcopolo-education.com
» ReadWriteThink
» Illuminations
» ArtsEdge
» EconEdLink
» National Geographic Expeditions
» ScienceNetLinks
» EdSitement
Time For Lunch
Come back
at 1:00
A Few Sample Lessons
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Math Activities
– Pi Day
– Fractals
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Social Studies
– T-Shirts Through Time
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Science & Problem Solving
– Space Day
– HS 2005 Project
The 4 Hats of a Teacher
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Diagnostician
– Who am I teaching?
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Program Design Engineer
– What are students expected to learn?
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Project Manager
– How are students demonstrating their knowledge?
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Assessor
– Does the student product reflect/demonstrate
understandings but also challenge them to stretch?
Adapting the Process:
Pre-assessment in a Differentiated
Classroom
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Provides a baseline of
prior knowledge
Helps set a high ceiling
Capitalizes on interests,
abilities, strengths,
learning styles
Handout: Pre-assessment ladder
Approaches to
Pre-Assessment
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Formal
– Pre-tests/quizzes
– Performance on prior end-of-unit assessments
Informal
– Journal entries
– Surveys
– Webbing activities
– Systematic Observation
Let’s Build a Lesson
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Standards based
What pre-assessment could you use?
Understanding By Design
“Four Stages” of lesson design
1. Identify desired outcomes
2. Determine acceptable evidence
3. Plan learning experiences and instructional
activities
4. Plan differentiation
Homework for March
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Bring your first lesson/unit in March
– Rough draft is OK
– Present it to the group
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Read & Explore
– The Brain Compatible Classroom
» The Body, Movement, & the Brain
» Time, Time, and More Time
The Body, Movement, and the
Brain
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Essential Question – How can movement
help the brain reach its potential?
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The Brain-Compatible Classroom
– Chapter 3 (pg 41)
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What can you take from this resource back
to your own classroom?
Time, Time, and More Time
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Essential Question – What role does TIME
play in the classroom?
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The Brain-Compatible Classroom
– Chapter 5 (pg 75)
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What can you take from this resource back
to your own classroom?
Brain Resources
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Brain Breaks
– http://www.alite.co.uk/information/brain_breaks.htm
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Grow a Brain (Susan Jones)
– http://www.susanjjones.com/grobraintro.html
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The Brain Connection
– http://www.brainconnection.com/
Fun Math Resources
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Chaos in the Classroom
– http://math.bu.edu/DYSYS/chaos-game/chaos-game.html
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Fractals
– http://math.rice.edu/~lanius/frac/
Pre-assessment Resources
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http://assist.educ.msu.edu/ASSIST/classroom/asse
ssment/section1/sec1strat1preassess.htm
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http://curry.edschool.virginia.edu/gifted/projects/N
RC/projects/ascd/ascd2002.ppt
Graphic Organizers
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http://www.writedesignonline.com/organizers/
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http://www.ncrel.org/sdrs/areas/issues/students/l
earning/lr1grorg.htm