Your SlideShare is downloading. ×
Different Children Different Instruction
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Different Children Different Instruction

1,141

Published on

This presentation was shared at the Missouri District Educator's Conference on November 21, 2009.

This presentation was shared at the Missouri District Educator's Conference on November 21, 2009.

Published in: Education
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,141
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
30
Comments
0
Likes
2
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Different Children - Different Ways To Learn Drew D. Gerdes Kindergarten Teacher Springfield/Redeemer Lutheran School Missouri District Educator’s Conference - 2009
  • 2. I already know what you’re thinking!
    • Please, please don’t let him be boring!!!
  • 3. Don’t Worry!!!
    • During this session, I want you to:
    • Learn something new
    • Refresh your memory
    • Be affirmed in what you already are doing
    • Help me learn something new
  • 4. Let’s Get Started…
    • True or False?
    • We want children to feel valued, confident, and successful.
    • Curriculum today is sometimes standards-driven, assessment-dependent, and “push down.”
    • Teachers feel like “jugglers” keeping too many balls in the air.
  • 5. Children of Today
  • 6. Let’s Look at Scripture:
    • Genesis 1:27 – “So God created man in his own image, in the image of God he created him; male and female he created them.”
    • Mark 10:16 – “And he took the children in his arms, put his hands on them and blessed them.”
  • 7. How Can We Ever Meet Their Many Different Needs and Learning Styles?
    • Children are different; teachers are different
    • The teaching profession changes constantly
    • Teachers become frustrated when other demands on time keep us from “teaching”
    • “Just let me TEACH!”
  • 8. Have You Heard of Differentiated Instruction?
    • Well, it’s not allowing a child to complete just “half” of the assignment.
    • It’s not orally reading the assignment to a student.
    • It’s not totally rearranging your lessons plans or adding to them for each child.
    • THEN WHAT IS IT?!?!
  • 9. Differentiated Instruction:
    • It is a philosophy, a way of thinking and structuring a classroom that puts children first.
    • It lets a child’s success be measured by his/her own individual growth.
    • I tell parents, “I will bring your child forward.”
  • 10. Different Children…
    • Children are different, and they obviously learn differently, too!
    • Children have different strengths, needs, personalities, and developmental levels.
    • Think of a typical classroom 
    • Children have a variety of different foundations, backgrounds, and families, too!
  • 11. Some Details on Differentiation…
    • Auditory, visual, and kinesthetic learners.
    • Howard Gardner
    • Multiple Intelligences
    • Differentiated Instruction reinforces children’s strengths, allows different children to be mastering skills in different ways, and encourages children to explore and process information through varying learning preferences.
    • Yikes!!!!
    • Are you overwhelmed?
  • 12. We’re All Overwhelmed!
    • So many children
    • So many skill levels
    • So many developmental stages
    • So little time
    • Most teachers have little background for dealing with special needs.
    • Few on-site resources for support
    • We like our comfort-zone where one-size-fits-all activities that all children must complete are used.
  • 13. It’s Okay! ----- Validate Yourself!
    • Believe it or not…you are probably already differentiating your instruction and classroom!
    • Early Childhood Teachers are pros!
    • We are masters at intuitively sensing children’s unique strengths and needs.
  • 14. You Mean I Already Do It?
    • Learning Centers!
    • Learning Centers have been an integral part of early childhood classrooms long before differentiated instruction was a research-based practice!
  • 15. For Example…Dinosaurs
    • Draw dinosaurs
    • Read books about dinosaurs
    • Play with toy dinosaurs
    • Computer games about dinosaurs
    • Look at pictures of dinosaurs
    • Look at and explore bones
    • Talk about meat and plants
    • Feel “pretend” dinosaur skin/scales
  • 16. What We Offer:
    • Instructional Buffet
    • Present the same information in a variety of ways
    • Young children will eagerly devour all that is offered; most will settle into those types of activities that best satisfy their own appetites!
  • 17. Think About It…
    • When we teach a concept in a variety of ways, we greatly increase the chances of reaching each student.
    • D.I. is not ability grouping!
    • It is flexible and ever-changing.
    • Positive buzzing!
  • 18. Modalities & Intelligences:
    • Modalities
    • A way in which we process and understand information that is presented to us; a route through which we subconsciously choose to interpret stimuli and make sense of the world around us.
    • Intelligence
    • An innate talent or strength; we use our intelligences to demonstrate our understanding of the world as well as organize the information that our senses feed to us.
  • 19. Modalities of Learning:
    • A Visual Learner
    • Remembers more what is seen than heard
    • “ Come see…”
    • Can zero in on details
    • “ Find the hidden objects”
    • Distracted by a lot of clutter of physical movement
    • An Auditory Learner
    • Mumbles or talks to self
    • Enjoys songs and rhythmic activities
    • Phonemic awareness
    • Enjoys listening to stories
    • “ It’s too noisy…”
    • Asks questions for clarity
  • 20. More Modalities of Learning:
    • A Tactile Learner
    • Touches everything – and gets in trouble for it 
    • Good at shoe tying, zips a coat
    • Dolls, blocks
    • Appears to listen well, but seldom remembers what is heard
    • A Kinesthetic Learner
    • Sitting still involves moving, but not hyperactive
    • Uses hands when speaks
    • Wants to “dive in” before directions are given
    • Large, oversized handwriting
    • “ Watch me!”
    • Likes to stand while working or playing
  • 21. What Drew Thinks…
    • For what it’s worth 
    • I get to know my students…WELL!!!
    • I know what their likes and dislikes are.
    • Beneficial for me…they “fall in love with me”…they don’t want to disappoint me.
    • What a great behavior tool!
  • 22. A Behavior Tool, Too?!?!?!
    • Yup…it certainly is!
    • When I know my students so well, I can make sure they find it easy to manage themselves and behave.
    • Fewer disruptions!
    • Success is EASY for them!
    • Think about it…
  • 23. What are YOU?
    • Do you know what kind of a
    • learner you are?
    • It’s wise to analyze our own learning styles.
    • Too often we present materials in a way that makes sense to us – not our students.
    • Take the brief survey…let’s take a look!
  • 24. What Should I Do?
    • Think of each child and ask yourself, “What is this child’s strongest modality of learning?”
    • Ask yourself, “Am I incorporating a wide range of activities that satisfy these learning modalities?”
  • 25. Multiple Intelligences:
    • Once we are aware of the wide range of learning modalities, we need to examine the spectrum of multiple intelligences with which our children demonstrate learning.
    • The more we understand, the better off we are offering experiences and assessments where children can succeed!
  • 26. Multiple Intelligences:
    • If children grew up according to early indications, we should have nothing but geniuses.
    • Johan Wolfgang von Goethe
    • A child’s strengths are obvious at an early age. However, most children’s mix of strengths and learning preferences become more obvious after they enter school – it’s here they can explore realms that may have previously been unavailable to them.
  • 27. Multiple Intelligences:
    • Verbal-Linguistic
    • Articulate speaker
    • Loves stories
    • Remembers vocabulary
    • Loves word games
    • Poetry and rhymes
    • Bodily-Kinesthetic
    • Not necessarily strong, but well-coordinated
    • Good balance
    • Quickly learns sports
    • Walks up stairs using alternate feet
  • 28. Multiple Intelligences:
    • Logical-Mathematical
    • Sorting and classifying
    • Finds patterns easily
    • Checkers – strategies
    • Graphs – can easily draw conclusions from data
    • Needs correct answers
    • Intrapersonal
    • Self-directed and independent
    • Strong-willed; stubborn
    • “ Just thinking”
  • 29. Multiple Intelligences:
    • Visual-Spatial
    • Builds and draws with great detail
    • Good at computer activities
    • Puzzles and mazes
    • Takes everything apart to see how it works!
    • Musical
    • Hums while working
    • Loves to sing
    • Pretends to play instruments
    • Dances
    • Great coordination and tempo
    • Easily remembers songs learned
  • 30. Multiple Intelligences:
    • Interpersonal
    • Class leader
    • Kids want to be near her
    • Often kind and respectful
    • Makes friends easily
    • Peacemaker
    • Naturalist
    • The “bug” kids
    • Keenly aware of surroundings
    • Easily adapts to change
    • Common sense
    • Interest in the patterns of nature
  • 31. And as a result…
    • Those children with a verbal-linguistic and logical-mathematical intelligence have an advantage in the traditional classroom.
    • Modalities and intelligences are the avenues which our instruction must travel so that children can arrive at the ultimate destination – solid mastery of skills, concepts, and understandings.
  • 32. I can teach…how about assessment?
    • You must realize that not all children learn best by doing exactly the same thing the same way at the same time.
    • So, we must assess differently, too.
    • Current research supports that achievement must be monitored in a variety of ways.
  • 33. Exactly Why Do We Assess?
    • To define instructional areas that need adjustment, reinforcement, extension, or challenge.
    • To plan group activities and individual mini-lessons that target specific areas for growth.
    • To celebrate and nurture a child’s development.
    • To effectively communicate to parents about progress and achievement.
    • To evaluate and revise our own plans for instruction based on student needs.
  • 34. But How?!?! But What?!?!
    • Informal, on-going assessments
    • Look for and make notes about behavior, choice, language, reaction, or demonstration of a skill
    • The younger the child, the more appropriate it is to use this kind of observational assessment (Lillian Katz)
    • Some Examples:
      • 9/23 – Kyle make a pattern using ABAB
      • 9/25 – Jeff – cuts with left but colors with right?
      • 10/3 – Lauren – L backwards
      • 10/6 – Cloe – black/brown?
      • Use note cards or post-its and place in child’s file.
  • 35. Learning Profiles:
    • Like a portfolio
    • Includes:
    • Informal teacher notes
    • Parent input/info
    • Feedback from others
    • Formal assessments
    • Dated samples of work
    • Please Note:
    • Some of the best work children produce cannot logistically become part of a profile. Clay, pattern blocks, bridges made
    • Take a few pictures!
  • 36. Formal Assessments:
    • Formal assessments, such as checklists, are easy for parents to understand and set realistic goals for teachers.
    • We build credibility when we present evidence of our daily observations.
    • A documented paper trail.
    • Checklists along with informal assessment notes are beneficial.
  • 37. Formal Assessments:
    • School Readiness and/or Developmental Ages
    • DIAL R/DIAL 3
    • ABC School Readiness Inventory
    • Child Development Inventories
    • Kaufman Survey of Early Academic and Language Skills
    • Kindergarten Readiness Test
  • 38. What Are You Familiar With?
    • Do you have specific assessments that you use for your age-level?
    • Likes/Dislikes?
    • Check out the Checklists!!!
    • Use what you are comfortable with.
  • 39. Something FREE!
    • Check this out!
    • www.developmentaldiscovery.com
    • Free developmental checklists
    • Articles
    • Good for parents, too!
    • Great videos!
    • It really is something to check out!!
  • 40. Take a look…
  • 41. Something To Think About
    • “ It’s not about how smart they are; it’s about how they are smart.”
    • Howard Gardner
    • Remember…teachers teach differently…all students learn differently.
    • Differentiation can happen naturally with a variety of materials and experiences…and the opportunity!
  • 42. Questions To Ask…
    • Do I take the time to observe children before I step in to “teach”?
    • Do I provide opportunities to use new understandings and skills in many different situations before moving to a new skill?
    • Do I provide enough open-ended activities?
    • Do I add or modify materials in Learning Centers as I perceive children are ready for a change?
    • Do I feel comfortable being challenged myself?
    • Do I provide activities that are developmentally appropriate?
  • 43. A Few Ideas For Your Classroom:
    • Trouble holding a pencil?
    • Use a golf ball!
    • Think about the regular things you already have in your classroom…and imagine the many different ways your students can use them and learn from them!
  • 44. Word Configuration:
    • Configuring print is a logical transition from 3-dimensional to 2-dimensional
    • It’s less stressful for a child’s eyes.
    • Helps distinguish “tall letters, short letters, and hang-below-the-line letters”!
  • 45. Clothespin Names:
    • Okay…so what does this teach?
    • We read and write from left-right
    • Fine motor development
    • Reading skill enhancement
    • Symbol-meaning relationship
  • 46. Do You Have Anything To Share?
    • You do a great job!
    • You have super ideas!
    • You can share with us, too!
  • 47. View This Presentation!
    • Want to have a copy of this exact presentation?
    • It’s FREE!
    • Print it out at www.mo.lcms.org
    • Look for the Educator’s Conference Section
    • Or…
    • www.slideshare.net/dgerdes
    • Copy and share as you’d like 
  • 48. Hungry For More?
    • Missouri District Early Childhood Educator’s Conference
    • March 6, 2010
    • Immanuel Lutheran – Wentzville
    • Materials and Registration will be available in early January, 2010
    • Ask your principal or director about attending!!!!
    • Questions? Email Drew!
  • 49. Keynote Speaker:
    • Jim Gill
    • Jim uses music, fun, movement, literacy, and math to help engage students and assist in their learning.
    • www.jimgill.com
    • You won’t want to miss him!
  • 50. Other Topics To Include:
    • Developmentally Appropriate Practices
    • Jesus – Morning, Noon, and Night
    • Make & Take
    • Say YES to NO!
    • Taking Care of Yourself – Avoiding Burnout
    • Sensory Issues and Activities
    • Music & Movement – A Compliment to Jim Gill
    • Much, much more!
  • 51. Contact Info:
    • Drew D. Gerdes
    • Kindergarten Teacher/EC Director
    • Redeemer/Springfield Lutheran School
    • Springfield, Missouri
    • [email_address]
    • www.slssaints.org

×