A Pathway to Differentiation: Differentiating a Lesson Plan     Sean M. Hildebrandt   Secondary High Potential Specialist ...
oTeachers teach better when they      systematically study their      students (Souza & Tomlinson, 2011) to      create di...
Differentiation is a teacher’sresponse to learner needsshaped by mindset andguided by general principles.Teachers can diff...
Consider the Content & Literacystandard(s) being addressed. Will allstudents learn the same material?(Content)Consider t...
Consider the physicalenvironment. What conditionsare needed for the lesson?Consider classroom behaviors.Will affective i...
What is being taught? Select the    common core (literacy/content)    standards to addressPre-assess to identify student...
Process: How the students are    taught.Plan varied activities based on:  Readiness: matching complexity of a   task to...
Product: How the                                demonstrate content                                or skill mastery.     ...
Differentiation & the Brain: How Neuroscience Supports the       Learner Friendly Classroom, David A. Sousa & Carol       ...
Differentiating a Lesson Plan
Differentiating a Lesson Plan
Differentiating a Lesson Plan
Upcoming SlideShare
Loading in …5
×

Differentiating a Lesson Plan

551 views

Published on

This slideshow is part of the series: A Pathway to Differentiation. It is a professional growth opportunity designed for the secondary teaching staff of Shakopee Public Schools.

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
551
On SlideShare
0
From Embeds
0
Number of Embeds
8
Actions
Shares
0
Downloads
10
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Differentiating a Lesson Plan

  1. 1. A Pathway to Differentiation: Differentiating a Lesson Plan Sean M. Hildebrandt Secondary High Potential Specialist Shakopee Public Schools Shakopee, MN 55379 Phone: (952) 496-5768 Email: shildebr@shakopee.k12.mn.us
  2. 2. oTeachers teach better when they systematically study their students (Souza & Tomlinson, 2011) to create differentiated, learner- centered classrooms.oDifferentiated instruction increases stimulation by responding to students’: Readiness Interests and/or Individual learning profilesoBrain studies suggest stimulating environments maximize learning (Rao, 2010; Shaw, 2006)
  3. 3. Differentiation is a teacher’sresponse to learner needsshaped by mindset andguided by general principles.Teachers can differentiatethrough content, process, orproduct according tostudents’readiness, interest, orlearning profile.- Carol Ann Tomlinson (1999)
  4. 4. Consider the Content & Literacystandard(s) being addressed. Will allstudents learn the same material?(Content)Consider the students ability levels.Can you teach the material in the sameway to all students? (Process)Consider the assessments. How willstudents demonstrate mastery?(Pre/Form/Sum & Product)
  5. 5. Consider the physicalenvironment. What conditionsare needed for the lesson?Consider classroom behaviors.Will affective issues interrupt thelesson?Consider materials available.Will materials force changes in theprocess?
  6. 6. What is being taught? Select the common core (literacy/content) standards to addressPre-assess to identify students prior knowledge baseDesign flexible opportunities via: Alternative mini-lessons Enrichment projects Accelerate curriculumTools: Learning contracts, curriculum compactor, richer & deeper text
  7. 7. Process: How the students are taught.Plan varied activities based on: Readiness: matching complexity of a task to students level of skill and understanding Interest: give topic choices so that students make personal connections to a specified goal. Learning profile: match activity to student’s identified learning modality or interest, or intelligence preference. Bloom’s New Taxonomy
  8. 8. Product: How the demonstrate content or skill mastery. Design project menus that take student interests & learning preferences into account Tools: Tic-Tac-Toe menus & project matrixesideabackpack.blogspot.com
  9. 9. Differentiation & the Brain: How Neuroscience Supports the Learner Friendly Classroom, David A. Sousa & Carol A. Tomlinson. (2011).Shaw, P., Greenstein, D., Lerch, J., Clasen, I., Lenroot, R., Gogtay, N., et al. (2006). Intellectual ability and cortical development in children and adolescents. Nature, 440, 676-679.Rao, H., Betancourt, L., Giannetta, J. M., Brodsky, N. L., Korczykowski, M., Avants, B. B., et al. (2010). Early parental care is important for hippocampal maturation: Evidence from brain morphology in humans. Neurolmage, 49, 1144-1150.

×