Differentiated instruction 10 17-12
Upcoming SlideShare
Loading in...5
×
 

Differentiated instruction 10 17-12

on

  • 1,021 views

 

Statistics

Views

Total Views
1,021
Views on SlideShare
969
Embed Views
52

Actions

Likes
0
Downloads
9
Comments
0

2 Embeds 52

http://lthspl.weebly.com 29
http://www.weebly.com 23

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • KUD is part of the terminology associated with Differentiated InstructionGurus of Differentiated Instruction believe that clear learning goals identified in terms of things students are expected to know, understand, and do ensure students get to the same outcome when completing slightly different tasks or activitiesWe have fit the terminology associated with Differentiated Instruction into our PLC Cycle identifying that the K & D are equivalent to Essential Outcomes and the U is the same as an Enduring Understanding, it is a big idea

Differentiated instruction 10 17-12 Differentiated instruction 10 17-12 Presentation Transcript

  • Follow-Up Table Talk : Differentiated Instruction Lyons Township High School October 17, 2012
  • Please Share…
  • Today’s Purpose:•To answer participant questions concerningDifferentiated Instruction•To share and build upon participant ideas•To provide several strategies for differentiatinginstruction in the classroom
  • THE KUD Essential forEffective DifferentiatedInstruction because itensures the samelearning goal andexpectations are inplace for all students (Strickland, 2011, p.15)
  • Ideas for Differentiating:Rather than Provide 1 Assessment, Provide 3 To Differentiate Questioning: 1) Identify your KUD 2) Provide students 3 questions/tasks in the midst of a lecture, as part of an activity, or on an entrance/exit slip that arrive at the same KUD 3) Students should answer one of the three questions or complete one of the three tasks * Questions can be differentiated by interest, learning profile, or readiness
  • SAMPLE ASSESSMENT TASK: Select one of the following tasks to complete in your class notes: A) Draw a flow chart that depicts the water cycle. B) Write a narrative explaining the steps of the water cycle from the perspective of a water droplet. C) Draw a picture that clearly articulates the water cycle. Label the picture appropriately.
  • Ideas for Differentiating:Use Tic-Tac-Toeto Differentiate by Interest To Create Tic-Tac-Toe:1) Write 9 commands, questions, or tasks on the Tic-Tac-Toe board.2) Have students choose three options to complete creating a row vertically, horizontally, or diagonally http://foridahoteachers.org/strategies.htm#ThinkTacToe
  • SAMPLE TIC TAC TOE
  • Ideas for Differentiating:Use RAFTto Differentiate by Learning Style To Create a RAFT: 1) Develop a KUD ◦ Please note: When assigning a RAFT, you may have to rely upon student presentations or sharing to achieve all aspects of the KUD. 2) Design a writing assignment with a minimum of 4 columns: ◦ Roles ◦ Audiences ◦ Formats ◦ Topics(Strickland- Social Studies, 2012, p. 15) (Strickland- Social Studies, 2012, p. 26)
  • Ideas for Differentiating:Use RAFTto Differentiate by Learning Style To Create a RAFT: 3) Have each student select one horizontal row to complete 4) Make time for students to share their work (so all aspects of the KUD are achieved) * To differentiate by Learning Style, make sure there are several options that appeal to different learning styles in the FORMAT column(Strickland- Social Studies, 2012, p. 15) (Strickland- Social Studies, 2012, p. 26)
  • SAMPLE RAFT: SOCIAL STUDIES (Strickland- Social Studies, 2012, p. 16)
  • Ideas for Differentiating:Use Tieringto Differentiate by Readiness“Tiering is a processof adjusting thedegree of difficultyof a question, task,or product tomatch a student’scurrentreadiness level.” Strickland, A Strategy for Readiness Differentiation
  • Ideas for Differentiating:Use Tieringto Differentiate by Readiness To Tier an Assignment:1) Determine the KUD statement2) Identify the readiness ranges relative to the KUD goals3) Create an activity that is engaging & rigorous4) Replicate the activity to address differences in readiness ◦ Use similar knowledge & skills ◦ Yields the same understanding5) Use assessment data to match the task to the student (Strickland- Math, 2012, p. 16)
  • SAMPLE TIERED LESSON: MATH (Strickland- Math, 2012, p. 19)
  • References:Resources for Idaho Teachers: Differentiation Framework. DesCartes Curriculum: NWEA Map. Retrieved from http://foridahoteachers.org/strategies.htm#ThinkTacToe.Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia.Strickland, C.A. (2012). Strategies for respectful differentiation: Music. ASCD: Alexandria, Virginia.Strickland, C.A. (2012). Strategies for respectful differentiation: Math. ASCD: Alexandria, Virginia.Strickland, C.A. (2012). Strategies for respectful differentiation: Social Studies. ASCD: Alexandria, Virginia.Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia.