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Differentiation - Minnetonka Public Schools

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Differentiation - Minnetonka Public Schools Powered By Docstoc
					Quality Instruction

   What Works (Differentiation)
   &
   What Doesn’t (Other Stuff)
Differentiation: District Policy (November 2004)


   Purpose:
    “..to emphasize effective differentiation as an
       essential component of a Minnetonka education
       and to establish alignment of curriculum,
       instruction, assessment, and, professional
       development in support of a positive and
       stimulating learning environment where students
       feel respected, cared for, and encouraged to
       explore challenging learning opportunities” (policy
       # 612)
                         What Doesn’t Work?

Traditional Teaching Methods:
   Didactic Instruction: lectures, short answer, assessment
    based on correctness of student response.
   Product based Teaching
   Teaching to the Test/Text
   Extensive Review of Covered Material
   Teacher Reliant Instruction
Simmons, J. (2006), Breaking Through: Transforming Urban Schools.
Shor, Ira (2001), When Students Have Power.
Elmore, R.F. (2006), School Reform from the Inside Out
                What Works?
Interactive Instruction:




   DIFFERENTIATION
              KEY WORDS

Essential Learnings             Above
      Thematic               Formative
  Interests      Marzano Rubric
      Tiers                     Individual
                 Whole Group
Flexible                  Readiness
            Prep                Grouping
  Inquiry            Reeves
Frayer Model Map
BREAK OUT!!DISCUSS!!SHARE!!
               Example: DI by readiness

                     Quad A                                Quad A
                     Independent                           (Write)
                     study
                                       Whole
Whole                                  Group
Group                                  (Discussion         Quad B
(motivating,          Quad B           of reading goals,   (Graphic Organizer,
frontloading          (Reading Tape)   Evidence of         Read in pairs, etc
                                       Learning, etc.)

                                                           Quad C/D
                     Quad C/D                              (Fill in
                     (Read to)                             Graphic Organizer
                                                           Together)
          Reversing the Lesson Triangle
                                                    Research on pedagogy


                  Historical design                                   Current design

                                                                      Frontloading
                     Assignment                                pre-reading activities: discussion,
                                                                    prediction, questioning,
                                                                   brainstorming, vocabulary

                             Read                                     Guided Active
                                                                      Silent Reading

                     Discussion                                          Discussion
               to see if students read                                     to clarify,
               and if they remember &                                     reinforce &
                understand the proper                                       extend
                       concepts
Source: Michigan Reading Curriculum Review Committee 1988.
Referenced in Journal of Reading, Feb. 1993 36:5, p.402
What Works?
Whole Class Instruction
WHY                                 HOW
   Establish common                   Data mining (NWEA: Rd/math)
    understandings/goals for           Develop method of pre-
    instruction                         assessment (pre-test, whole
   Build a sense of community          group discussion, KWL,
                                        concept maps)
   Determine path of instruction
    (sequence of teaching and          Preparing essential questions
    learning)                           needed to drive student
                                        understanding
   Sets a purpose for reading
                                       Choose a pre-learning strategy
   Activates prior knowledge
                                        (anticipation guide, concept
   Essential Learnings/Questions       map, frayer model, etc.)
   Cultural Competency
                What Works?

Effective Assessment:

   Diagnostic: Determining student capability
   Formative: On-going positive feedback
   Summative: Reports on progress
Assessment
    Pre-Assessment:
                   Examples

Stage 2—Assessment Evidence
Performance Tasks:
 Pre-Test

 Use exit slips as formative assessment

 Rubrics/Post-Test

 Oral slates

 Work samples

 Observations

 Self-assessment

 Dialogue
Formative Instruction= Student Achievement
Assessment

   Summative:
       Post lesson/unit evaluations
       May be product oriented
       Must reflect planned goals, standards, or
        benchmarks of the lesson/unit
       Most common form of assessment
       A differentiated lesson should mean different
        products and an different means of assessment
        (see the DAP tool handout)
                              Differentiated Template for
                                Evidences of Learning
            Form of   Diagnostic                    Formative                                        Summative
        Assessment                                  ofeedback for modifying instruction              oReported as grade
                                                    and learning

Benchmark                                           oaccelerates learning

Level
Above                 oPost test as pre test        o   Check List of 5 Learning Goals               oPost Test ( standard plus
                      oWhole/small discussion       o   “Walk Abouts”                                growth)
                      oKWL Charts                   o   Draft work                                   oTest
                      oStudents Interest/Learning   o   Think Alouds                                 oReports
                      Profiles                      o   Concept maps                                 oProducts
                      oRubric of evidence           o   Learning Logs                                oWork Portfolio
                      oWord prompt                  o   Portfolio Reviews
                      oCreated student check list   o   DAP Tool
                      oConcept Map (blank)          o   Purposeful conferences for early detection
                                                    o   Exit Slips
                                                    o   Self Assessment
                                                    o   Un-graded quizzes
                                                    o   Oral Questioning Techniques

On                                                                                                   oPost Test ( as to Standard)
                                                                                                     oTest
                                                                                                     oReports
                                                                                                     oProducts
                                                                                                     oWork Portfolio

Below                                                                                                oPost Test ( as to Standard)
                                                                                                     oTest
                                                                                                     oReports
                                                                                                     oProducts
                                                                                                     oWork Portfolio
                 Examples

Other Evidence:
 Engage in learning

 Listening skills

 Observations

 Product-based rubric

 Questioning

 Explain why
Other Stuff

Contact:

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posted:7/24/2011
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