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DifferentiationMSL Senior Seminar – March 31, 2011<br />For the resolute and determined there is time and opportunity.<br ...
WHAT?	<br />
Bloom’s taxonomy<br />Adapting<br />Modifying<br />Extending<br />Takes advantage of strengths<br /> Supports weaknesses <...
WHY?<br />
Why?<br /><ul><li>Assess learning
Engage students</li></li></ul><li>WHO?<br />
WHO?<br />Special needs students<br />At-risk students<br />Above average students<br />Unmotivated students<br />Students...
DECISIONS, PLANNING<br />Focus on learning<br />What do you want students to learn?<br />How will you know when they have ...
Required versus choice<br />IEP<br />Testing<br />Everyday<br />
INDIVIDUAL<br />FOLD PAPER<br />CUT APART<br />CIRCLE, STAR, OR CHECK<br />ODD, EVEN<br />CHOOSE ONE<br />
Differentiation strategies<br />Theoretical framework based on Bloom’s and brain research<br />Content – what is taught<br...
Differentiating Content -knowledge and access to knowledge<br />All –most – some<br />Curriculum compacting<br />Flexible ...
Differentiating process -owning knowledge, understanding, and doing<br />1-2-4 Present!<br />Clock Partners<br />Cubing<br...
Differentiating Product –summative doing and sharing<br />Choice Boards<br />Tic tac toe<br />Anchor activities<br />Choic...
Tests, assessments<br />Extended time<br />Chunking<br />Read aloud<br />Dictation to scribe<br />Small group or separate ...
He who dares to teach must never cease to learn.<br />  --John Cotton Dana<br />
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Differentiation

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Presentation given by Dr. Godfrey at our 5th MSL Senior Student Teaching Seminar session.

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Transcript of "Differentiation"

  1. 1. DifferentiationMSL Senior Seminar – March 31, 2011<br />For the resolute and determined there is time and opportunity.<br />-Ralph Waldo Emerson<br />
  2. 2. WHAT? <br />
  3. 3. Bloom’s taxonomy<br />Adapting<br />Modifying<br />Extending<br />Takes advantage of strengths<br /> Supports weaknesses <br />What?<br />
  4. 4. WHY?<br />
  5. 5. Why?<br /><ul><li>Assess learning
  6. 6. Engage students</li></li></ul><li>WHO?<br />
  7. 7. WHO?<br />Special needs students<br />At-risk students<br />Above average students<br />Unmotivated students<br />Students with special interests<br />
  8. 8. DECISIONS, PLANNING<br />Focus on learning<br />What do you want students to learn?<br />How will you know when they have learned it?<br />
  9. 9. Required versus choice<br />IEP<br />Testing<br />Everyday<br />
  10. 10. INDIVIDUAL<br />FOLD PAPER<br />CUT APART<br />CIRCLE, STAR, OR CHECK<br />ODD, EVEN<br />CHOOSE ONE<br />
  11. 11. Differentiation strategies<br />Theoretical framework based on Bloom’s and brain research<br />Content – what is taught<br />Process – how students make sense of what is taught <br />Product - – how students express their understanding of what is taught<br />
  12. 12. Differentiating Content -knowledge and access to knowledge<br />All –most – some<br />Curriculum compacting<br />Flexible grouping<br />Scaffolding<br />Provide partially completed notes for students with attention difficulties<br />Website use for advanced students<br />ELL – summarize key ideas before they begin<br />
  13. 13. Differentiating process -owning knowledge, understanding, and doing<br />1-2-4 Present!<br />Clock Partners<br />Cubing<br />Tiered Assignments<br />
  14. 14. Differentiating Product –summative doing and sharing<br />Choice Boards<br />Tic tac toe<br />Anchor activities<br />Choice as motivator<br />Learning contracts<br />
  15. 15. Tests, assessments<br />Extended time<br />Chunking<br />Read aloud<br />Dictation to scribe<br />Small group or separate seating<br />Extended or extra questions<br />Higher level wording<br />
  16. 16. He who dares to teach must never cease to learn.<br /> --John Cotton Dana<br />
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