Transcript Differentiated Instruction

Differentiated Instruction
The time is now
Craig Beckett SLRC
2009
The Sound of Music
Outline
1. What is differentiated instruction
2. Misconceptions
3. Why do DI
4. Creating your own differentiated
products
Differentiated Instruction
• Differentiated instruction is simply
providing instruction in a variety of
ways to meet the needs of a variety
of learners. (Nunley, xvii)
• Typically Differentiation comes in
three forms:
– Content (what the students learn)
– Process (how the students learn)
– Product (what evidence is created by
the students)
Misconceptions about DI
• Takes more
time
• Takes a bit
more time in
planning until
you get used to
it, and the same
or less time in
implementation
and marking
Misconceptions about DI
• Is the latest fad
• Is effective
teaching that
recognizes the
learning needs
and preferences
of the individual
Misconceptions about DI
• Requires an IEP • Clusters
for every
students, when
student
needed and
appropriate,
into three or
four flexible
short term
groups. It is not
individual
instruction
Misconceptions about DI
• Eliminates
explicit
instruction and
lectures
• Lecture and
explicit
instruction are
improved by use
of graphic and
advance
organizers, notemaking
frameworks, and
other strategies
to improve
learning for all
Misconceptions about DI
• Differentiation
requires making
the curriculum
easier for your
students
• Differentiation is
not watering
down curriculum;
it is “in how
students learn,
not in what they
learn
Misconceptions about DI
Orthodox Classroom
• Control
Differentiated Classroom
• KAOS
Why?
Sir Ken Robinson
• (a brief video clip from Sir Ken Robinson
• http://www.ted.com/index.php/speakers
/sir_ken_robinson.html)
(minute 15:00-18:00
Why?
Diane Heacox
Choice
“the more variety you offer
students in the ways you ask
them to learn and show what
they have learned, the greater
the likelihood of reaching more
students.”
Diane Heacox: “Differentiating Instruction in the Regular Classroom.”
Why?
Ian Carswell
• Vision from the board:
– Inclusive Tech
– Universal Design
– DI – June 2010
• Within 5 years all students with special
needs will be successfully integrated
and learning within regular classroom
settings (2007)
Three Products
• Choice Boards:
– RAFT (role, audience, format, topic)
– Extension Menus (e.g. tic-tac-toe)
– Totally Ten
An Example RAFT
• Mix and match RAFT:
– Choose an item from each column to mix
and match activities.
Role
Big Bad Wolf
Audience
Format
Three Little Pigs Personal Ad
Topic
Why I got upset
Little Red Riding Grandma
Hood
Song or Rap
The highlight of
my day
Three Little Pigs Big Bad Wolf
Letter
The lesson that
I learned
Grandma
Little Red Riding Storyboard or
Hood
Poster
What would I do
differently
An Example: Extension Menu (Tic-Tac-Toe)
Write a diary for one of the
main characters (including
entries from beginning,
middle, and end of story)
(1 page typed, d.s., 12 font)
Write lyrics for a song/poem
with a similar storyline
and/or themes
(3 stanzas min.)
Create a skit that
incorporates an important
section of the plot, and
demonstrate theme
( approx. 5 minutes)
Create a film version of an
important section of the plot,
and demonstrate theme
(approx. 5 minutes)
*MUST DO
-three paragraph report
including 1)plot and setting
summary, 2)character sketch,
and 3)overall opinion
Write a newspaper article
that reports the facts of a
climactic event in the story
(1 page typed in columns,
with newspaper elements)
Create a piece of art that
illustrates character, setting,
or theme
(painting, sculpture, sketch)
Design a web page that could
be used as a study guide for
the novel
(include plot, setting,
characters, theme)
Create a billboard poster for
a novel promotion or
potential movie version
(include characters, hints of
plot, theme to get people to
buy/view)
An Example:
Totally Ten
Totally Ten Fairy Tale Projects
•
–
–
–
Totally Ten
Students need to put projects
together to equal a score of 10.
A student may not choose all
2’s and one 4.
Taken from Diane Heacox,
Differentiating Instruction in
the Regular Classroom, 2004
Score 2 (knowledge, comprehension, application)
•
Score 4 (application, analysis)
–
–
•
Create a chart of true and false facts about fairy
tale wolves.
Tell a fairy tale as one of the characters. Write
the story or create an audio version to share with
others.
Score 6 (analysis, evaluation, synthesis)
–
–
•
Illustrate a storyboard retelling a fairy tale.
Construct a diorama of a fairy tale scene.
Create a word find or word puzzle of fairy tale
words and characters.
Draw a picture or act out a new solution to a
problem in a fairy tale.
Construct a booklet sharing what fairy tale
character you would like to be and why.
Score 10 (greater complexity, depth, reveals significant
learning)
–
Write an original fairy tale picture book. Include
the most important characteristics of fairy tales:
•
•
•
•
•
A lesson or moral, story of good and evil, adventure
Fantasy characters and animals
Royalty
Magic or unusual powers
Create an audio version your story for read along.
Creating a DI activity
• Breaking in to small groups of four or
five you will collaborate to create a
– RAFT
– Extensions Menu
– Totally Ten
• Please be sure to refer to:
– Curriculum Documents
– Bloom’s Taxonomy
– Gardener’s Multiple intelligences
• Be creative
Process
• Grouping:
– Secondary subject areas
– Elementary subject areas
• 5 minutes
– reviewing curriculum documents “bundling
expectations”
• 5 minutes
• Examining the strategies
• Pros and cons
• 15 minutes
– Developing an activity
• 5 minutes
– Discussion and wrap-up
Where You Can Learn More
• I will send you the following in an email
– http://www.u46.org/roadmap/dyncat.cfm?catid=309http://help4t
eachers.com/index.htm
– http://help4teachers.com/samples2.htm
– http://www.gpschools.org/ci/diff/resources.htm
– http://help4teachers.com/heatherpaper.htm
– http://www.caroltomlinson.com/index.html
– http://www.resources.8j.net/
– http://www.resources.8j.net/taylor01/
– http://www.resourc1http://www.resources.8j.net/g
aps02.php
– http://www.openc.k12.or.us/reaching/tag/dcsample
s.html
– http://www.internet4classrooms.com/di.htm
– http://www.sde.com/
Your Job
• Try using a totally ten, tic-tac-toe, or
RAFT in one of your classes this
semester.
• Don’t be afraid to ask for help from a
collaborator (bug Beckett)
• Be prepared to share your experiences
later in the semester.