Differentiated Instruction - Get Now PowerPoint

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					Differentiated Instruction
          Tool Kit

One Size Does NOT Fit ALL
• 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
The Student Seeks Affirmation
•   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
• 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
•   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
• 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
• 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
•   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
• 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
• There is no finish line in learning.
The Teacher Responds with Reflection
• I watch you and listen to you carefully and
• 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
• I continually, ask, “How can I make this
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
  • 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
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
  • Students see value to others in the work.
  • Students find the work provokes their curosity.
  • Students often find themselves absorbed by the
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
  • 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
         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
     • 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
• 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,   • Analyze the action or
  not just echo it            object
• Extend concept to other   • Argue against or for
  areas                       something taken for
• Integrate more than one     granted
  subject area              • Deal with multiple
• Incorporate more facets     meanings
  or variables              • Work with the ethical side
• Apply content/skills in     of a subject
  situations not yet        • Work with more abstract
  experienced                 concepts and models
          Tool 4-Web Quest
• 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.
• 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
• 4. Name all literary devices the author
        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
•   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
• 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
•   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

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