You already recognize and grapple with this factor, however lets look at some definitions. The content is what is taught. The way a learner interprets, adapts and finds ownership is the process. The product shows the learner’s interpretation and what he or she knows.
School age children are glowing with energy consumption burning 225% of adult level of glucose…found that rep novelty and stim. Were essential in building the neurological foundations in the brain for later learning.This research supports the need to provide students with an enriched environment for learning.
Tiered activities are a form of differentiation that addresses all students’ readiness needs
Proactive (Proactively plan for the different learning needs of students. Instruction should be address a range of learner needs rather than a singular approach.) Qualitative more than quantitativeMultiple approaches to content, process, productStudent CenterBlend of instructional approaches – whole class, group, individual
Let’s look at some modification procedures
Ensure that all students have the opportunity to make sense of the essential understandings, each at a level that provides the appropriate degree of challenge and without dumbing it down.
Differentiation presentation for usher
Differentiation…What Does It Look Like?<br />Usher Elementary<br />January 25, 2011<br />Facilitators: Deborah Cooper, Benita Edwards and Kimberly Mathews<br />
Session Goals<br />Differentiation…How does it look?<br />Where in the 26 Best Practices and Class Keys can Differentiation be found?<br />View a lesson<br />Close with a quiz<br />Integrating NetTrekker<br />Questions and Evaluation<br />
Session Goals<br />Definitions of Differentiation<br />Where in the 26 Best Practices and Class Keys can differentiation be found?<br />View a lesson<br />Integrating Choice and Technology<br />Close with a quiz<br />Questions and Evaluation<br />
So what does a Differentiated Classroom…<br /> feel like?<br /> look like? sound like?<br />
What is Differentiation?<br />Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get it’ and express learning.”<br />Carol Ann Tomlinson<br />
What Brain Research Says…<br />According to Eric Jenson, author of Teachingwith the Brain in Mind discusses how brain cells grow or die.<br />Without enough stimulation, repetition, and novelty, brain synapses remain unused and eventually are shed.<br />This research supports the need to provide students with an enriched environment for learning.<br />
True or False<br />1. There is only one right way to differentiate. <br />2. You have to differentiate some of the time to be effective.<br />3. Differentiation can include whole-group instruction.<br />4. Differentiation works well when you have high stake testing for the students.<br />
True or False con’t.<br />5. Differentiation is best for <br />students who are in special education.<br />6. Differentiation means the same thing as individualization?<br />7. Differentiating curriculum encourages mastery for all students.<br />8. Differentiation leads to unbalanced workloads.<br />9. You have to group students and stick with those same groups to be successful.<br />10. Above-grade-level students should not be used as tutors for below-grade-level students.<br />11. Differentiation is not fair to the students.<br />12. Assessment is difficult when you differentiate.<br />
Activity26 Best Practices <br />Use the 26 Best Practices sheet to highlight the practices that include aspects of differentiation.<br />Share your thoughts at your table.<br />
# 9,11<br />Questions went beyond simple recall and required students to think, synthesize, evaluate, and conclude.<br />The variety of learning activities/teaching strategies reflected the teacher’s understanding of students’ needs, strengths, special interests learning styles, and required learning time.<br />
#13,14<br />Independent activities, research assignments, station/center/computer tasks, were available (and aligned to the lesson objective) for students if they completed assignments before other students. <br />Re-teaching activities were provided for students who need additional instruction (didn’t get it the first time)<br />
#15, 18<br />Lesson was characterized by a variety of student grouping strategies.<br />Skills, concepts, and content were taught at the appropriate levels of complexity.<br />
#20, 25<br /> Homework and follow-up assignments were differentiated to meet the varying needs and strengths of the student.<br />Teacher assessed (formally and informally) students’ level of understanding during the lesson.<br />
#26<br />26. Students used a variety of resources, materials (print and non-print), and manipulatives<br />
Differentiation Instruction is not modification…<br />Modification procedures may include<br />Flexible Format– fewer items on page, larger print, color coding<br />Revised Directions– simplify language, read aloud, pictorial cues<br />Flexible Schedule– extend time limit, multiple testing sessions<br />Flexible Setting– separate location<br />Use of aids– matrix, calculator, scribe<br />
How do you differentiate instruction and keep students on the “same page?”<br />Assess what a student knowsand what theyneed to master about material to be studied<br />Plan for learningwhat is not known about thematerial andexcuse student from what is known and using freed-up time for enriched/accelerated study<br />
How do you differentiate instruction and keep students on the “same page?” Teachers must….<br />be clear about what students should learn as a result of learning<br />focus on a KEY CONCEPT or BIG IDEA as well as a KEY SKILL that helps the students work with that concept<br />design activities that aid all students in understanding this same “big idea” and use the same basic skill at different levels of simplicity vs. complexity or concreteness vs. abstractness, offer choice, various level of questioning, and interest focused activities<br />
Differentiation in Action video<br />View a 5th grade ELA lesson.<br />Jot down the evidence of differentiation observed.<br />Share out.<br />What could the teacher do to continue the differentiated lesson tomorrow? <br />
Choice Board Overview…getting the chance to choose how we learn. <br />Pick a grade level standard <br />Decide upon the specific skills, concepts<br />Place the cards in random order in pockets on a hanging chart. Make a typed copy of assignments so that students can have a copy<br />Assess students<br />Assign students a symbol according to their abilities<br />
Choice Board Overview con’t.<br />Read through the list of options and explain that each student will choose one activity that correlates with the symbol you assigned them.<br />Let students work on assignments<br />After they complete the first activity choose additional activities to complete. For this activity, students can choose an activity from a more challenging list of activities.<br />
Proactive Lesson Planning<br />How have you plan for differentiation?<br />
Differentiation: A Review …<br /> In each box, write the name of the colleague who can…<br />
Final thoughts…<br />If students aren’t learning the way that we teach, <br />then we need to teach the way that they learn. <br /> Carol Ann Tomlinson<br />Teachers who are committed to this approach believe that who they teach shapes how they teach because who the students are shapes how they learn.<br /> Kathy Bigio<br />
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