Differentiated Instruction In Plain English

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Differentiated Instruction In Plain English

  1. 1. great minds don’t think alike! differentiated instruction in plain english Glenn Wiebe glennw@essdack.org ©2009
  2. 2. are we stuck in a rut?
  3. 3. your walk- aways?
  4. 4. effective teachers focus on both content and students
  5. 5. it’s not an add- on, it’s a build-on
  6. 6. it’s about doing “intentional R & D”
  7. 7. DI can be a little scary
  8. 8. so always go with a buddy!
  9. 9. who’s the smart one?
  10. 10. Albert Einstein Mahatma Gandhi Stephen King William Shakespeare Oprah Winfrey Miley Cyrus Tiger Woods Dara Torres Steven Hawkins Martin Luther King, Jr. Rolling Stones Pablo Picasso Jacques Cousteau Forrest Gump Frank Lloyd Wright George Washington Carver
  11. 11. “Thinking about Two Kinds of Classes” complete with your partner share / explain to another group of two
  12. 12. “Empty vessel” / differences equal Student problems Teacher Provides the answers Time Fixed Curriculum Mastery of facts Whole class, single pace & only Instruction summative assessments
  13. 13. using your non-dominant hand: Write your name at the bottom left corner
  14. 14. you’ve got 20 seconds
  15. 15. how about a number?
  16. 16. 17766024365911
  17. 17. you’ve got 20 seconds
  18. 18. “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
  19. 19. try again but use your dominant hand and think of 3 things. . .
  20. 20. Declaration of Independence
  21. 21. Minutes / hours / days
  22. 22. Emergencies
  23. 23. 1776 60-24-365 911
  24. 24. DI is not . . .
  25. 25. just another way to group kids
  26. 26. just another way to group kids expecting less of struggling learners
  27. 27. just another way to group kids expecting less of struggling learners a substitute for specialized services
  28. 28. just another way to group kids expecting less of struggling learners a substitute for specialized services new
  29. 29. just another way to group kids expecting less of struggling learners a substitute for specialized services new just one more thing
  30. 30. . . . it’s not one size fits all
  31. 31. DI is . . .
  32. 32. different styles of content, process, product
  33. 33. different styles of content, process, product a blend of whole class, small group, and individual instruction
  34. 34. different styles of content, process, product a blend of whole class, small group, and individual instruction focused on students
  35. 35. different styles of content, process, product a blend of whole class, small group, and individual instruction focused on students about teaching to patterns
  36. 36. . . . it’s the foundation of your “house”
  37. 37. “Good differentiation is a fine motor skill.” Carol Ann Tomlinson
  38. 38. Definition?
  39. 39. “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
  40. 40. ya got something simpler!?
  41. 41. “. . . an appropriate teacher response to learners’ needs.”
  42. 42. the opposite? “You can have any color you want . . . ”
  43. 43. . . . as long as it’s black.” Henry Ford
  44. 44. “I like this class because there’s something different going on all the time. My other classes, it’s like peanut butter for lunch every single day. This class, it’s like she runs a really good restaurant with a big menu.” Carol Ann Tomlinson The Differentiated Classroom
  45. 45. g assum ptions? un derlyin
  46. 46. accommodating multiple learning needs within regular units
  47. 47. accommodating multiple learning needs within regular units safe classrooms in which students feel valued
  48. 48. accommodating multiple learning needs within regular units safe classrooms in which students feel valued No “fuzzy” curriculum or busy work
  49. 49. multiple forms of assessment
  50. 50. multiple forms of assessment flexible grouping
  51. 51. multiple forms of assessment flexible grouping no silver bullets
  52. 52. so what ’s it look like?
  53. 53. content options for delivering information process options for making sense of that information product options for expressing what students know
  54. 54. huh?
  55. 55. stuff you want kids to understand
  56. 56. stuff you want kids to understand ways a kid organizes the stuff
  57. 57. stuff you want kids to understand ways a kid organizes the stuff ways a kid proves she knows the stuff
  58. 58. so?
  59. 59. know yourself know your kids know your stuff
  60. 60. how do people access information?
  61. 61. visual auditory kinesthetic tactile
  62. 62. how do people process information?
  63. 63. abstract concrete random sequential
  64. 64. how do people present information?
  65. 65. know yourself
  66. 66. any patterns? expectation v. reality elementary v. secondary content v. content
  67. 67. this is Erin
  68. 68. this is Jake
  69. 69. “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
  70. 70. think of a student list what you know
  71. 71. how are kids different?
  72. 72. biology privilege position for learning preferences
  73. 73. where does your kid data fit? what else do you need to know?
  74. 74. specifics about your stuf f?
  75. 75. options for flexible use what looks familiar?
  76. 76. adapt content • quality curriculum • different starting points for different kids • varied presentation resources / multimedia • materials
  77. 77. compacted curriculum exit cards clusty.com visual DEI
  78. 78. when? where? what?
  79. 79. Vincent Van Gogh
  80. 80. Dizzy Aunt? Vincent Van Gogh
  81. 81. Dizzy Aunt? Verti Gogh Vincent Van Gogh
  82. 82. Dizzy Aunt? Verti Gogh Convenience store brother? Vincent Van Gogh
  83. 83. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Vincent Van Gogh
  84. 84. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Grandfather from Yugoslavia? Vincent Van Gogh
  85. 85. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Grandfather from Yugoslavia? U Gogh Vincent Van Gogh
  86. 86. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Grandfather from Yugoslavia? U Gogh Cousin from Illinois? Vincent Van Gogh
  87. 87. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Grandfather from Yugoslavia? U Gogh Cousin from Illinois? Chica Gogh Vincent Van Gogh
  88. 88. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Grandfather from Yugoslavia? U Gogh Cousin from Illinois? Chica Gogh Nephew psychoanalyst? Vincent Van Gogh
  89. 89. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Grandfather from Yugoslavia? U Gogh Cousin from Illinois? Chica Gogh Nephew psychoanalyst? E Gogh Vincent Van Gogh
  90. 90. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Grandfather from Yugoslavia? U Gogh Cousin from Illinois? Chica Gogh Nephew psychoanalyst? E Gogh Niece who owned a RV? Vincent Van Gogh
  91. 91. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Grandfather from Yugoslavia? U Gogh Cousin from Illinois? Chica Gogh Nephew psychoanalyst? E Gogh Niece who owned a RV? Vincent Van Gogh Winnie Bay Gogh
  92. 92. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Grandfather from Yugoslavia? U Gogh Cousin from Illinois? Chica Gogh Nephew psychoanalyst? E Gogh Niece who owned a RV? Vincent Van Gogh Winnie Bay Gogh Mexican cousin?
  93. 93. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Grandfather from Yugoslavia? U Gogh Cousin from Illinois? Chica Gogh Nephew psychoanalyst? E Gogh Niece who owned a RV? Vincent Van Gogh Winnie Bay Gogh Mexican cousin? Amee Gogh
  94. 94. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Grandfather from Yugoslavia? U Gogh Cousin from Illinois? Chica Gogh Nephew psychoanalyst? E Gogh Niece who owned a RV? Vincent Van Gogh Winnie Bay Gogh Mexican cousin? Amee Gogh Bird lover uncle
  95. 95. Dizzy Aunt? Verti Gogh Convenience store brother? Stopin Gogh Grandfather from Yugoslavia? U Gogh Cousin from Illinois? Chica Gogh Nephew psychoanalyst? E Gogh Niece who owned a RV? Vincent Van Gogh Winnie Bay Gogh Mexican cousin? Amee Gogh Bird lover uncle Flaming Gogh
  96. 96. action research Reconcilable Differences? Standards-Based Teaching and Differentiation
  97. 97. jigsaw the content highlight your “ah-ahs” circle stuff you recognize write “Yes!” where you agree
  98. 98. adapt process • complexity • grouping • environment / movement • choice
  99. 99. the best neighborhood?
  100. 100. stress balls paper clips masking tape pipe cleaners fake grass under desks
  101. 101. lava lamp fish tank mobile
  102. 102. people maps / molecules / systems quiet zone rocking chair
  103. 103. cubing delicious.com bibme.org say hello readthewords.com empowered desktop
  104. 104. adapt product • materials • varied assessment types • choices
  105. 105. RAFT webQuest google docs photostory 3 / Garageband
  106. 106. adapt for ELL • How long to “learn” English?
  107. 107. adapt for ELL • use Google Language Tools • Internet Picture Dictionary • incorporate more graphic organizers • encourage questions
  108. 108. more resources? browse to: www.socialstudiescentral.com
  109. 109. “Thinking About Two Kinds of Classes”
  110. 110. “Empty vessel” / differences equal Student problems Teacher Provides the answers Time Fixed Curriculum Mastery of facts Whole class, single pace & only Instruction summative assessments
  111. 111. “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
  112. 112. take a chance!
  113. 113. three low prep strategies • exit cards • say hello to kids • fidgets
  114. 114. one high prep strategy • tiered assignments
  115. 115. Ken Robinson
  116. 116. “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.
  117. 117. Our task is to provide an education for the kind of kids we do have.” Mary Kay Utecht
  118. 118. your exit card? 1 new idea 1 question 1 thing you’ll try
  119. 119. have more questions? contact: Glenn Wiebe glennw@essdack.org socialstudiescentral.com historytech.wordpress.com View presentations at: slideshare.net/glennw98

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