Differentiation of instruction_njdoe session 1 for sharing

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  • Hang chart on wall; Place post-its on tablesDisplay slide as attendees arrive
  • Gardenas a metaphor
  • And then, there is this student!
  • Read cartoon
  • Place charts on wall at different locations in room: 2 of each: pre-assessment, formative assessment, and summative assessment Distribute markersHave groups proceed to their assigned wall chart and list strategies for each type of assessmentAllow 2 minutes at each chart, the move on.Place same charts together and have groups that started with that assessment meet to discuss and then present(40 min)
  • What do you think is the most important aspect of your teaching that you must know and be comfortable with before you can begin to differentiate? (your curriculum)What do you think if the almost equally important aspect that you must know about before you can differentiate? (your students)Do knowledge list (Thomas Jefferson)Distribute interest surveys and show online onesRefer to the Knowledge Rating Scale (Do Now activity) as a quick pre-assessmentAsk teachers: What assessment data can you garner from student watching?Have teachers go online and complete the learning style and multiple intelligences inventories. Distribute parent MI surveys
  • Have attendees access web site where power point is posted so that they can click on the pre-assessment links.
  • Ask: Why is it that these assessment strategies can be identified as formative and/or summative?Discuss that it is what the teacher does with the assessment data that determines if it is formative or summative – is it used to give feedback and inform subsequent instruction/learning or is it used as an end point?
  • Display samples of how technology is a way students can show what they know and can do
  • Ask: Which descriptor describes you at this point in time? Which descriptor would be the most challenging for you?
  • Identify that we have only looked at the tip of the iceberg today and will be diving into the icy waters at the next session.

Transcript

  • 1. Good Morning!Before We Formally Begin… Please participate in this Do Now Activity 1. Take a Post-it note from the pad on your table. 2. Go to the What I Know About Differentiation chart on the wall closest to your table. 3. Place the Post-it in the column that best describes you. (no name required)
  • 2. Differentiation of Instruction Creating Multiple Paths for LearningBarbara MammenEducational Consultant
  • 3. Workshop Ground Rules Actively participate in activities & discussion Share your ideas Ask questions Listen to what others say Reflect on your learning Challenge yourself professionally
  • 4. How Are The Students You Teach Different From One Another?
  • 5. “The biggest mistake of past centuries inteaching has been to treat all children as ifthey were variants of the same individual, andthus to feel justified in teaching them thesame subjects in the same ways.” Howard Gardner, Phi Delta Kappan
  • 6. When we teach the same thing to all kids at the same time…1/3 already know it1/3 will get it1/3 never willFor 2/3 of the kids we are wasting their time. Scott Willis
  • 7. Defining Differentiation of InstructionDifferentiation of instruction is a process teachersuse to match the unique characteristics of learnersto various curriculum components in order toenhance learning. Carol Ann TomlinsonIt is a way of teachingbased on a belief system.The challenge lies intranslating that beliefinto action.Video Clip: The Story of DI
  • 8. Defining Differentiation Of InstructionIt’s teaching so that “typical” students;students with disabilities; students who aregifted; and students from a range of cultural,ethnic, and language groups can learntogether, well. Not just inclusion, butinclusive teaching.Peterson, J., & Hitte, M. (2003). Inclusive teaching: CreatingEffective Schools for all Learners.
  • 9. “It means teachers proactively plan variedapproaches to what students need to learn, howthey will learn it, and/or how they will show whatthey have learned in order to increase thelikelihood that each student will learn as much ashe or she can, as efficiently as possible.” Carol Ann Tomlinson, UVa, Curry School
  • 10. Understanding the Basics Word Splash ActivityDivide your table group into two groups of 3.Obtain a word splash worksheet and follow the directions.Read your individually assigned article.Regroup as 3 and revisit your word splash to revise or confirm.
  • 11. Let’s Review!What 4 classroom and/or curricula elements can bedifferentiated?Content Process Product Learning EnvironmentWhat 3 student characteristics must be considered whenplanning for differentiation? Readiness Interest Learning ProfileWhat are the 3 essential principles of differentiation? Assessment Flexible Grouping Respectful Work Video Clip: Lulu
  • 12. Theory Into Practice Video: Creating Multiple Paths for LearningAnalysis Questions:1. What student differences did the teachers address in planning theirlesson?2. How did the teachers differentiate the lesson to address these differences?
  • 13. Guiding Principle: Assessment Carousel Brainstorming Activity Pre-assessment Formative Assessment Summative Assessment Video Clip: Assessment
  • 14. How do I start?Pre-assessment Strategies Knowledge List Interest Surveys Grades 7-12 Grades 4-8 Grades 5-8 Grades 9-12 Knowledge Rating Scale KW of a KWL Student Watching Journal Entries Pre-tests & Skill Inventories Learning Style Inventories 1, 2 Multiple Intelligences Inventory
  • 15. How Will I Know ThatMy Students Know and Can Do? Formative & Summative Assessments Exit Cards Outcome Statements Written Assessments Projects Homework Digital Stories Presentations Journal Reflections
  • 16. Technology: A Tool for Formative & Summative Assessment Digital Storytelling Milton Hershey Photoshop Idioms Video Production Where’s Jack? Web Site Nelson Mandela
  • 17. Misconceptions about Differentiation of Instruction Differentiated lessons have to be creative, cute, and fun. Differentiation is just the next educational fad. Differentiation means dumbing down the curriculum for slower learners. Differentiation only works when kids are well behaved. Preparing for differentiation takes a huge amount of time. Differentiation is individualized instruction. Differentiation allows students choice to do only what they want.Most often heard statement:“How can I possibly meet the needs of individual students whenthose needs are so diverse, and I have daily time constraints anda multitude of other responsibilities?” Video Clip: Tomlinson
  • 18. How Will I Know That I Know and Can Do?You will know that you are successful at differentiating when: you see yourself as the organizer of learning opportunities rather than the professor of knowledge your assessment and instruction become inseparable you have created a community of learners who respect their classmates individual differences your students can work independently and interdependently all your students, whether they are struggling, on level, or high flyers are feeling challenged and motivated to reach their maximum learning potential. Video Clip: Differentiated Lesson?
  • 19. A Final ThoughtIf you want to feel safe and secure… continue to do what you have always done.If you want to grow… then go to the cutting edge of your profession.Just know that when you do, there will be a temporary loss of sanity.So when you don’t quite know what you are doing, you are probably growing. Madeline Hunter
  • 20. Exit Card AssessmentOn an index card, complete the following statements:3 things I learned are…2 things I still have questions about…1 thing I don’t understand at all…