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CSC/SC Differentiation Workshop 2009

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CSC/SC Differentiation Workshop 2009 …

CSC/SC Differentiation Workshop 2009
Topics
1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers

Published in: Education

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  • Transcript

    • 1. While we are waiting to start do the following: Teacher Strategy Profile-page 2 a. Check three you already do. b. Check one you want to do.
    • 2. Differentiated Instruction to Support and Challenge our 21st Century Learners
      • Toni Theisen Loveland High School Thompson School District Loveland, CO 970-482-2606 [email_address]
      • [email_address]
      • http://tonitheisen.wikispaces.com
      • http://lhsfrenchclasses.wikispaces.com
    • 3. Goal:
      • Students who can function in real-world situations that are authentic, predictable, unpredictable and vital.
    • 4. Visual Agenda
    • 5.
      • “ Do not confine your children to your own learning, for they were born in another time.” -Hebrew Proverb
      A Thought…
    • 6.  
    • 7.
      • “ The teacher, if indeed wise, does not bid you to enter the house of her/his wisdom, but leads you to the threshold of you own mind.”
      • Kahlil Gibran-Lebanese poet, (1883-1931 )
      Another Thought…
    • 8. Essential Question:
      • How do teachers vary instruction and assessment in order to be responsive to the needs of all students?
    • 9. Comparing
      • Traditional (T)
      • Differentiated (D)
      • Classrooms
    • 10. What patterns did you notice?
    • 11. Why Differentiate?
      • To provide access, equity and support for all students.
    • 12. Content Process Product According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile
    • 13. The Many Layers of Learning The many layers of a student
    • 14. Our learners challenge us….. Running with the squirrels ad:http://www.youtube.com/watch?v=2Z2_kKAe9y0
    • 15. In order to teach the squirrels, you must think like the squirrels!
    • 16.  
    • 17.
      • Feeling confused?
    • 18. Guiding Principles
      • There is a balance between whole class learning and differentiation.
      • Essential questions guide instruction.
      • Instruction aligns with standards and curriculum.
    • 19. Characteristics of a differentiated classroom..
      • High Expectations for all
      • Respectful tasks
      • Flexible grouping
      • Ongoing assessment
      • Positive and safe learning environment
      • Choice
      • Collaboration
    • 20. What is Differentiation?
      • A teacher’s response to learner needs
      • The recognition of students’ varying background knowledge and learning styles
      • Instruction that honors students’ differences
      • A philosophy of teaching and not just a set of strategies
    • 21. What does content mean?
      • What a student knows, understands and is able to do as a result of the instruction: the “input”
    • 22. What does process mean?
      • The process helps the student “make sense of”, make meaning from, or “own” the content.
    • 23. What does product mean?
      • How the student demonstrates what s/he knows, understands, and is able to do: the “output”.
    • 24.
      • Aspects of teaching for engaging all learners
    • 25. Content Process Product According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile
    • 26. Some basic strategies
      • Menu choice board
      • Tiered lesson
      • R.A.F.T.
      • Learning Centers
    • 27. Choice Board Menu
    • 28.
      • T
      • i
      • e
      • r
      • e
      • d
      • lesson for Readiness
    • 29. How to tier for readiness..
      • Concrete
      • Concrete/Abstract
      • Abstract
    • 30. R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)
    • 31. R.A.F.T. Assignment French 2--Traveling in France
    • 32.  
    • 33. Learning Centers
    • 34. Flexible Grouping Practices Help create a safe and honoring learning environment
    • 35. Content Process Product According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile
    • 36. Student Engagement Content Process Product
    • 37. Greater Student Achievement Content Process Product
    • 38. Activities
    • 39. Circumlocution Exercise
      • Partner A looks at overhead and tries to explain the word without using it. (No hand movements)
      • Partner B doesn’t look at overhead, listens and tries to guess the word.
      • Second round reverse roles.
    • 40. Circumlocution Exercise
      • First round- 3 different words-remember--
      • NO HAND MOVEMENTS!!!!!!!
      • 1. whale
      • 2. boundary
      • 3. irony
    • 41. Circumlocution Exercise
      • Second round- 3 different words-remember--
      • NO HAND MOVEMENTS!!!!!!!
      • 1. technology
      • 2. awesome
      • 3. scroll
    • 42. Create Categories
      • melon
      • artichoke
      • corn
      • peach
      • coffee
      • mango-guava
      • chocolate
      • tomato
      • yams
      • cherry garcia
      • café au lait
      • onions
      • butter pecan
      • zucchini
      • chamomile
      • rocky road
      • fava
      • peas
      • latté
      • bubble gum
      • tea
      • squash
      • expresso
      • avocado
      • mocha steamer
      • vanilla
      • strawberry swirl
      • beets
      • cabbage
      • double expresso latt é
    • 43. ART START
    • 44.  
    • 45.  
    • 46. “ Gut” guessers
    • 47. Activities
      • Find a person with the answer game
      • Vocabulary Team Brainstorming Activity
    • 48. Grocery Shopping Math
    • 49. The Tree of Life
    • 50.
      • Critical and Creative Thinking
      Higher-level thinking skills
    • 51. Bloom’s Taxonomy
      • Evaluation
      • Synthesis
      • Analysis
      • Application
      • Comprehension
      • Knowledge
      Higher Lower
    • 52.  
    • 53. Activities
      • What type of question is it?
      • Apply questioning techniques to content topic.
    • 54. Student generated questions and answers
    • 55. Create questions in the chart below. Answer your own questions. What if? ? (If?) How? Why? Where? When? What? Who? Response Question Question word
    • 56. Types of Writing
      • Descriptive
      • Expository
      • Narrative
      • Argumentative or Persuasive
    • 57. R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)
    • 58.  
    • 59. R.A.F.T. Assignment French 2--Traveling in France
    • 60. R.A.F.T.
    • 61. KNOWL EDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework
    • 62. Knowledge Taxonomy-(Bloom’s) 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
    • 63. Application Model
      • 1 Knowledge of one discipline
      • 2 Application within discipline
      • 3 Application across disciplines
      • 4 Application to real-world predictable situations
      • 5 Application to real-world unpredictable situations
    • 64. KNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline 5 Apply knowledge to real-world unpredictable situations 4 Apply knowledge to real-world predictable situations 3 Apply knowledge across disciplines
    • 65. 1 2 3 4 5 6 1 2 3 4 5 A B D C Rigor/Relevance Framework
      • Memorize the countries in the European Community.
      • Answer the multiple choice vocabulary quiz.
      • Calculate volume of simple three- dimensional shapes.
      • Analyze both sides of the reasons for the start of the Civil War.
      • Design a storyboard for the African legend,
      • Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
      • Obtain historical data about weather in a certain city to predict the chance of snow, rain, or sun during year.
      • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
      • Design a PowerPoint movie as a entry to a “solve a world” problem contest.
      • Calculate percentages of advertising in a Spanish newspaper.
      • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
      • Organize and display collected data from the food preference survey, using appropriate tables, charts, or graphs.
    • 66. 1 2 3 4 5 6 1 2 3 4 5 A B D C Rigor/Relevance Framework
      • Analyze the graphs of the perimeters and areas of squares having different-length sides.
      • Determine the largest rectangular area for a fixed perimeter.
      • Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
      • Determine and justify the similarity or congruence for two geometric shapes.
      • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
      • Test consumer products and illustrate the data graphically.
      • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
      • Make a scale drawing of the classroom on grid paper, each group using a different scale.
      • Calculate percentages of advertising in a newspaper.
      • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
      • Determine the median and mode of real data displayed in a histogram
      • Organize and display collected data, using appropriate tables, charts, or graphs.
      • Memorize the countries in the European Community.
      • Answer the multiple choice vocabulary quiz.
      • Calculate volume of simple three- dimensional shapes.
    • 67. 1 2 3 4 5 6 1 2 3 4 5 A B D C Rigor/Relevance Framework
      • Express probabilities as fractions, percents, or decimals.
      • Classify triangles according to angle size and/or length of sides.
      • Calculate volume of simple three- dimensional shapes.
      • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
      • Analyze the graphs of the perimeters and areas of squares having different-length sides.
      • Determine the largest rectangular area for a fixed perimeter.
      • Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
      • Determine and justify the similarity or congruence for two geometric shapes.
      • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
      • Test consumer products and illustrate the data graphically.
      • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
      • Make a scale drawing of the classroom on grid paper, each group using a different scale.
      • Calculate percentages of advertising in a Spanish newspaper.
      • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
      • Organize and display collected data from the food preference survey, using appropriate tables, charts, or graphs.
    • 68. 1 2 3 4 5 6 1 2 3 4 5 A B D C Rigor/Relevance Framework
      • Express probabilities as fractions, percents, or decimals.
      • Classify triangles according to angle size and/or length of sides.
      • Calculate volume of simple three- dimensional shapes.
      • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
      • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
      • Test consumer products and illustrate the data graphically.
      • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
      • Make a scale drawing of the classroom on grid paper, each group using a different scale.
      • Calculate percentages of advertising in a newspaper.
      • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
      • Determine the median and mode of real data displayed in a histogram
      • Organize and display collected data, using appropriate tables, charts, or graphs.
      • Analyze both sides of the reasons for the start of the Civil War.
      • Design a storyboard for the African legend,
      • Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
    • 69. 1 2 3 4 5 6 1 2 3 4 5 A B D C Rigor/Relevance Framework
      • Express probabilities as fractions, percents, or decimals.
      • Classify triangles according to angle size and/or length of sides.
      • Calculate volume of simple three- dimensional shapes.
      • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
      • Analyze the graphs of the perimeters and areas of squares having different-length sides.
      • Determine the largest rectangular area for a fixed perimeter.
      • Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
      • Determine and justify the similarity or congruence for two geometric shapes.
      • Calculate percentages of advertising in a newspaper.
      • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
      • Determine the median and mode of real data displayed in a histogram
      • Organize and display collected data, using appropriate tables, charts, or graphs.
      • Obtain historical data about weather in a certain city to predict the chance of snow, rain, or sun during year.
      • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
      • Design a PowerPoint movie as a entry to a “solve a world” problem contest.
    • 70. KNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work
    • 71. Quadrant A
      • Read a paragraph from a tourist brochure and plot the 10 most popular cities in France to visit on the map.
    • 72. Quadrant B
      • Choose six cities that you like and plan and design a two week trip. Include details of things to visit, hotels and restaurants and plot your trip on a map.
    • 73. Quadrant C
      • Do research on cities and regions of France according to types of activities and weather you prefer. Create a 10 slide PowerPoint to share your trip.
    • 74. Quadrant D
      • There is a group of 15 people of various ages and preferences. Plan the best two-week trip for this group considering and negotiating these preferences. Create a marketing brochure to inform and persuade them.
    • 75. KNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline 5 Apply knowledge to real-world unpredictable situations 4 Apply knowledge to real-world predictable situations 3 Apply knowledge across disciplines
    • 76. KNOWL EDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework
    • 77. A Final Thought
      • "No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." - Emma Goldman
    • 78. Toni Theisen Loveland High School Thompson School District Loveland, CO ACTFL Teacher of the Year 2009 970.412.0256 [email_address]

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