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Differentiated Instruction

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Using Differentiated Instruction to Meet the Needs of All Learners

Using Differentiated Instruction to Meet the Needs of All Learners

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  • Transcript

    • 1.  
    • 2.
      • Define Differentiated Instruction
      • Reflect on the diversity of our classrooms
      • Review strategies to differentiate instruction
      • Review ways digital technology can help meet the needs of various learners
    • 3.
      • A review of what you already do
      • A reminder of things you have learned by do not use (incorporate best practices)
      • A totally new way of thinking for your consideration and incorporation
    • 4.
      • Select a class you taught last year
      • List as many students as you can remember from that class
      • Write an adjective to describe each child as a learner
    • 5.
      • Teaching with student variance in mind
      • Start with (consideration of) where the kids are instead of assuming our one approach is best for all kids (one-size fits all approach)
    • 6.  
    • 7. Differentiation is Differentiation is not
      • Creating a climate for learning
      • Knowing the learner
      • Assessing the learner
      • Adjusting, compacting, grouping
      • Multiple paths to learning
      • Instructional strategies for student success
      • Hard vs. Easy
      • (dumbing down the curriculum)
      • One Size Fits All
      • Students responsibility to connect to the lesson
    • 8.  
    • 9. http://www.cast.org CAST © 2003 Task is too difficult for learner ZONE OF PROXIMAL DEVELOPMENT Task is too easy for learner
    • 10.
      • Readiness
      • Interest
      • Learning Style
    • 11.  
    • 12. http://www.ericdigests.org/2001-2/elementary.html Element Explanation Examples CONTENT What what the student needs to learn or how the student will get access to the information Reading materials on different levels, presenting material visually and auditory, meeting with small groups to reteach PROCESS How activities in which the student engages in order to make sense of or master the content Tiered assignments: different levels of support, challenge, or complexity, interest centers, manipulatives hands on materials, PRODUCT Evaluation culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit options of how to express required learning, allowing students to work alone or in small groups on their products, create their own product assignments LEARNING ENVIRONMENT the way the classroom works and feels. Places for quiet work, places to collaborate, routines when teacher is providing one on one help
    • 13. Challenged Average Gifted CONTENT What Three crucial points All aspects of the topic In-depth study PROCESS How Direct instruction of each step in the research process Modeling Independent work Review and practice Minimal instruction with probing questions for independent study PRODUCT Evaluation Group paper of one page Five page paper Powerpoint presentation with computer generated graphics and tables
    • 14.
      • Intelligence Inventory: Option 1
      • 40 Questions, results on bar graph
      • http://tiny.cc/intelligenceinventory
      • Intelligence Inventory: Option 2
      • 80 Questions, results on graphic organizer
      • http://tiny.cc/intelligenceinventory2
      • Intelligence Inventory: Option 3
      • Paper pencil inventory & Classroom Strategies
      • http://tiny.cc/intelligenceinventory3
    • 15.
      • R ole of the Writer
      • A udience
      • F ormat
      • T opic
      • A fresh way to approach writing
    • 16.
      • Elementary School
      • http://www.somers.k12.ny.us/intranet/reading/desertassign.html
      • Middle School & High School
      • (see bottom of the page for links)
      • http://web.grps.k12.mi.us/academics/5E/raft.html
    • 17.
      • http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tictactoe.pdf
    • 18.  
    • 19.  
    • 20. Notes from: Teaching Every Student in the Digital Age: Universal Design for Learning
    • 21.  
    • 22.
      • Speech
      • Text
      • Images
    • 23.
      • Advantages
      • Natural sounding
      • Expressive
      • Vary: pace, volume, pitch to emphasize points
      • Physical cues: facial expression, gestures, posture
      • Respond to audience
      • Limitations
      • Listener’s must remember
      • Easy to overload on info
      • Can’t pause it live
    • 24.
      • Advantages
      • Reduces memory demands
      • Revisit any time
      • Distributed to mass audience
      • Limitations
      • Lacks expressiveness
      • Must understand different formats: novel, newspaper, poems, reference
      • Conventions can be tough to understand
    • 25.
      • Advantages
      • Communicate everything at once
      • Easily present emotion, feeling, mood, relationships, comparisons
      • No decoding
      • Limitations
      • Not ideal for: philosophical, abstract
      • Cannot communicate anything below the surface
    • 26.  
    • 27.
      • The Power of Sound
        • http://www.cast.org/teachingeverystudent/ideas/tes/chapter3.cfm
    • 28.
      • Dr. Martin Luther King Jr.
      • http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
    • 29.
      • Right now we will all dissect a frog. Do you believe me?
      • Are you ready?
      • http://www.froguts.com/flash_content/demo/frog.html
    • 30.
      • “Digital media becomes flexible in the way the content is stored and transmitted.”
      • “What was once permanent can be altered, removed at will, or restored-multiple times.”
    • 31.  
    • 32.
      • Versatile
      • Transformable
      • Can be marked
      • Can be networked
    • 33.
      • Text
      • Still image
      • Sound
      • Moving image
      • Any combination of the above
      • (Now compare this to print)
    • 34.
      • Change the appearance
      • Adjust the sound
      • Turn on/off graphics
      • Changes within and across media (p.65)
    • 35.
      • Link one piece of digitally stored content to another
      • Embed hyperlinks
      • Navigate between words/definitions
      • Link to supplementary content
      • Connect to continually updated material
    • 36.
      • Can be shown or hidden
      • Amended
      • Expanded
      • Deleted
      • Explore the possibilities with the SMART Board!
    • 37.
      • Dave Meyer shares how his use of technology has evolved
      • http://www.vimeo.com/1228744?pg=embed&sec=1228744
    • 38.
      • Annotated Math Glossary
      • http://www.hbschool.com/glossary/math2/index_temp.html
      • The Periodic Table of Videos
      • http://www.periodicvideos.com/
      • The Virtual Body
      • http://www.medtropolis.com/vbody.aspx
    • 39.
      • Online Graphical Dictionary and Thesaurus
      • http://www.visuwords.com/?word=massive
      • Interactive Tour of Ellis Island
      • http://teacher.scholastic.com/activities/immigration/tour/index.htm
      • Picture Books Read by Actors
      • http://www.storylineonline.net/
    • 40.
      • Multimedia Games and Activities
      • http://www.sheppardsoftware.com/
      • Folk Tales with audio, text, image
      • http://www.knowitall.org/gullahtales/index.html
      • Cartoon Creation
      • http://www.readwritethink.org/materials/comic/
    • 41.  
    • 42.  
    • 43.
      • Four corners
      • Differentiate for Readiness
      • Think-Tac-Toe
      • RAFT
      • Teaching to different Learning Styles
      • Flexible Digital Media
      • Exit ticket
    • 44.