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Differentiated Instruction
 

Differentiated Instruction

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    Differentiated Instruction Differentiated Instruction Presentation Transcript

    • Great Minds Don’t Think Alike! Differentiated Instruction in Plain English Glenn Wiebe glennw@essdack.org ©2008
    • 75 minutes!? Are you kidding me?
    • Are you a cat herder? Or cat owner?
    • Your walk- aways?
    • Effective teachers focus on both content and students
    • It’s not an “add-on,” it’s a build-on
    • “Thinking about Two Kinds of Classes” Complete the first column Share / explain to an elbow partner
    • “Empty vessel” / differences equal Student problems Teacher Provides the answers Time Fixed Curriculum Mastery of facts Whole class, single pace & only Instruction summative assessments
    • Using your non-dominant hand: Write your name at the bottom left corner Recreate the following image from memory
    • You’ve got 30 seconds
    • How’d ya do?
    • Using your non-dominant hand, write the following number from memory
    • 17766024365911
    • You’ve got 30 seconds
    • “Currently, students are required to adapt . . . to the prevalent teaching practices, instructional materials and assessment instruments. Those who can’t adapt are viewed as being deficient in their ability to learn.” Marie Carbo, Educating Everybody’s Children
    • Let’s try again but use your dominant hand and think of . . .
    • Declaration of Independence
    • Minutes / hours / days
    • Emergencies
    • • Declaration of Independence • Minutes / hours / days • Emergencies
    • • Declaration of Independence • Minutes / hours / days • Emergencies
    • • Declaration of Independence • Minutes / hours / days • Emergencies
    • 1776 60-24-365 911
    • How’d ya do?
    • DI is not . . .
    • just another way to group kids
    • just another way to group kids expecting less of struggling learners
    • just another way to group kids expecting less of struggling learners a substitute for specialized services
    • just another way to group kids expecting less of struggling learners a substitute for specialized services chaotic
    • just another way to group kids expecting less of struggling learners a substitute for specialized services chaotic new
    • just another way to group kids expecting less of struggling learners a substitute for specialized services chaotic new just one more thing
    • . . . one size fits all
    • DI is . . .
    • different styles of content, process, product
    • different styles of content, process, product respectful of all learners
    • different styles of content, process, product respectful of all learners proactive
    • different styles of content, process, product respectful of all learners proactive a blend of whole class, small group, and individual instruction
    • different styles of content, process, product respectful of all learners proactive a blend of whole class, small group, and individual instruction focused on students
    • the foundation of your “house”
    • Definition?
    • Definition? “A flexible approach to teaching in which the teacher plans and carries out varied approaches to content, process, and product in anticipation of and in response to student differences in readiness, interests, and learning needs” Carol Ann Tomlinson
    • Ya got something simpler!?
    • “. . . an appropriate teacher response to learners’ needs.”
    • So . . . make connections between the content and students’ human needs
    • The opposite? “You can have any color you want . . . ”
    • . . . as long as it’s black.” Henry Ford
    • Underlying assumptions?
    • Accommodating multiple learning needs within regular units
    • Accommodating multiple learning needs within regular units Safe classrooms in which students feel valued
    • Accommodating multiple learning needs within regular units Safe classrooms in which students feel valued No “fuzzy” curriculum or busy work
    • Multiple forms of assessment
    • Multiple forms of assessment Flexible grouping
    • Multiple forms of assessment Flexible grouping No silver bullets
    • So what’s it look like?
    • Content • Multiple options for delivering appropriate information Process • Multiple options for making sense of that information Product • Multiple options for expressing what students know
    • Excuse me?
    • • Stuff you want kids to understand • Ways a kid messes with stuff • Ways kids prove they know your stuff
    • Can ya’ be more specific?
    • Options for flexible use What looks familiar? Or “doable?”
    • Adapt content • Different starting points for different kids • Varied resources / multimedia / integrate technology • Exit cards
    • Adapt process • Tiered assignments by “readiness” • Flexible grouping • Graphic organizers • Modify environment / allow movement
    • Provide “fidgets”
    • Paper clips Painter’s tape Pipe cleaners Stress balls Fake grass under desks
    • Lava lamp Fish tank Mobile
    • People maps / molecules / systems
    • People maps / molecules / systems Quiet zone
    • People maps / molecules / systems Quiet zone Rocking chair
    • Adapt product • Culminating performance tasks • RAFTs / WebQuests • Varied assessment types • Encourage choices
    • What does all this really mean?
    • Know your kids!
    • “The biggest mistake . . . in teaching has been to treat all children as if they are variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.” Howard Gardner
    • Who’s the smart one?
    • William Shakespeare Stephen King Oprah Winfrey GreenDay Steven Hawkins Dixie Chicks Jacques Cousteau Frank Lloyd Wright Mahatma Gandhi Albert Einstein Tiger Woods John Elway Martin Luther King, Jr. Pablo Picasso Forrest Gump George Washington Carver
    • How are kids different?
    • • Biology • Privilege • Position for learning • Preferences
    • Three low prep strategies • Ask for exit cards • Use graphic organizers • Use fidgets
    • One high prep strategy • Use tiered assignments
    • More resources? Browse to: • www.socialstudiescentral.com/?q=DI
    • “Thinking About Two Kinds of Classes” • Complete the right column
    • “Problem solver” / differences are Student the basis for planning Teacher Provides the questions Time Related to student needs Curriculum Mastery of ideas Varied structure, varied pace, Instruction multiple assessment types
    • “Our task is not to provide an education for the kind of kids we used to have, or want to have, or the kind that exists in our dreams.
    • Our task is to provide an education for the kind of kids we do have.” Mary Kay Utecht
    • Glenn Wiebe glennw@essdack.org www.socialstudiescentral.com Tech integration questions? Social studies issues? I would love to hear from you! View other presentations at: slideshare.net/glennw98