Differentiation Introduction

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Intro to Differentiation

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Differentiation Introduction

  1. 1. Differentiation through choice
  2. 2. Learning Result
  3. 3. • Seated side by side in a classroom could be :- • Students with learning disabilities • High advanced learners • English language learners • Students from diverse cultures • Students of both genders • Students displaying varying degrees of motivation, interests, skills etc.
  4. 4. • At its most basic level, differentiating instruction means “shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn. - Carol Ann Tomlinson
  5. 5. Respectful tasks Flexible Grouping Continual Assessment Quality Curriculum Teachers differentiate Class building Content Process Product Environment According to student Readiness Interest Learning Profile
  6. 6. Readiness Interest Learning Profile Are tasks a close match for student skills? – pre assess / formative assessment, continual re assessment. Do tasks ignite curiosity or passion ? – Relationships & enquiry. Does task encourage students to work in preferred manner – verbal linguistic, visual spatial, kinesthetic, interpersonal etc.
  7. 7. • Gender • Culture • Learning Style • Intelligence Preference – ‘although all normally functioning people use all parts of their brains, each of us is wired to be better in some areas than others’ ( Gardner, Sternberg) Differentiation based on intelligence preference allows students to use preferred modes to develop growth in less comfortable modes.
  8. 8. • show what the number 5 means to you • (you can use the paper provided if you wish) • You can carry out this task in any way you like but your product should have a clear connection to the number 5
  9. 9. • Analytic Task – Make number chart that shows all the ways you can think of to show 5. • Practical Task – Find as many things as you can in H1, that have something to do with 5. Report back to class what you saw and what you did. • Creative Task – Write &/or recite a poem about 5 that helps us to understand the number in many, unusual and interesting
  10. 10. • Learning outcomes – Lesson / task outcomes should be clear • Rigour – No choice should be seen as an easy option. It is important that the criteria for success are clear to the student.
  11. 11. • Formative assessment and pre testing & exit cards for readiness. • Preferential learning style – pupil self selection. • Interest- How do you know the choices being offered will interest your pupils ??
  12. 12. • An engaging high level strategy that encourages writing and which can appeal to interest and learning profile across the curriculum • A way to encourage students to.. -assume a role -consider their audience, while -examining a topic from a chosen perspective, and - write in a particular format.
  13. 13. • Aim – To explore the various events that occur within a Plant lifecycle.
  14. 14. • Your poem/letter/debate/song should :- • Include all stages of the lifecycle covered. • Explain the importance of each stage of the lifecycle to the survival of the plant.
  15. 15. • What is the expected learning outcome for this lesson or activity? (This may be a key idea or skill)
  16. 16. • Readiness • Interest • Learning profile
  17. 17. Pre-testing (Method_______________________) Students self-select
  18. 18. Think-Tac-Toe RAFT Tiering Other_____________ Vs.
  19. 19. • Tiered instruction aligns complexity to the readiness levels, interests and learning needs of students. The teacher plans different kinds and degrees of instructional support and structure, depending upon each student's level. Tiered instruction allows all students to focus on essential concepts and skills yet still be challenged at the different levels on which they are individually capable of working. • Tiered Lesson Plan • Explanation of a Tiered Lesson Plan
  20. 20. • Think-Tac-Toe plays off the familiar childhood game. It is a simple way to give students alternative ways of exploring and expressing key ideas and using key skills. • Typically, the Think-Tac-Toe grid has nine cells in it like a Tic-Tac-Toe game. The number of rows and cells can, of course, be adjusted. • As with related strategies, it is important that no matter which choices students make, they must grapple with the key ideas and use the keys skills central to the topic or area of study. • In other words, whichever choices the student makes, he/she should be addressing the same outcomes as the others
  21. 21. As an ancient mapmaker, you are commissioned to create a map of your land including all natural land forms, a compass rose and a scale. Also find examples of each land form in a modern civilization. Imagine that you are an ancient citizen who awakens to discover that all water has evaporated. Explain in detail how this would alter your way of life. Also, do this for the town where you live. Assume you are persuading others to visit your ancient civilization. Design a descriptive, accurate travel brochure. Include both natural and man- made elements that would attract tourists. You are an ancient scribe. Write and illustrate a thorough description of a famous character from each time period being studied. Profile yourself also. Assume the identity of a famous person from the given time period. Create a journal entry reflecting the ideas, values, and components of daily life for that person & you. You are a famous sculptor. Create a 3D representation of a well-known leader, god, goddess, or common citizen. Include a museum exhibit card. Written language is an essential part of everyday life. Your task is to create an alphabet. Include a translation into modern English, a written description of the language development a & a 3D artifact of the new language. Recreate in 3D form a famous work of architecture from your time period. Compare and contrast this piece to one piece of modern day architecture. Find one example of this architecture’s presence in modern day society. Find a way to explain and show the importance of music and the arts to your culture. Also show at least 2 examples with roots in our time. CONTRIBUTIONSIMPORTANTPEOPLEGEOGRAPHY Charles Kyle & Kathy Reed * Illinois
  22. 22. Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the m most important traits in each poem. A character in the book is being written up in the paper 20 years after the novel ends. Write the piece. Where has life taken him/her? Why? Now, do the same for yourself 20 years from now. Make sure both pieces are interesting feature articles. You’re a “profiler.” Write and illustrate a full and useful profile of an interesting character from the book with emphasis on personality traits and mode of operating. While you’re at it, profile yourself, too. Research a town/place you feel is equivalent to the one in which the novel is set. Use maps, sketches, population and other demographic data to help you make comparisons and contrasts. Make a model or a map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’. The time and place in which people find themselves and when events happen shape those people and events in important ways. Find a way to convincingly prove that idea using this book. Find out about famous people in history or current events whose experiences and lives reflect the essential themes of this novel. Show us what you’ve learned. Create a multi-media presentation that fully explores a key theme from the novel. Use at least 3 media (for example, painting, music, poetry, photography, drama, sculpture, calligraphy, etc.) in your exploration. Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning.
  23. 23. List Bingo sheet Other_____________
  24. 24. • An anchor activity is an ongoing activity such as a workbook, journal or revision task that you can get students to continue with once they have finished the task. This is useful as it is difficult to ensure that each of the tasks will take the same amount of time and that students will work at the same rate.
  25. 25. Things to consider after planning; Is the learning outcome clearly stated? Does each of the tasks allow every student to reach the learning outcome? Are all parts of the task challenging and respectful? Is a clear timeframe provided? Have you provided an anchor activity?
  26. 26. • Think Tac Toe – daretodifferentiate (PPT) • http://daretodifferentiate.wikispaces.com/ • VARK -- A Guide to Learning Styles • http://www.caroltomlinson.com/

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