Differentiating instruction by interest

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  • 1. Session Agenda1) Something about you2) Differentiated Instruction and the Big Picture.3) Differentiating instruction by interest4) Time with your PLC to apply a DI strategy
  • 2. Locate areas # 1-5 in the room.As you hear the activity, go stand by the number thatbest reflects your interest• Write an editorial to the newspaper• Email• Social networking 1= HIGH Interest 2= Interested• Debate a topic 3= so-so• Listening to talk radio 4=Not much interest• Write a journal 5=No interest whatsoever
  • 3. What is your subject area?1. Math/Science 12% 12% 12% 12% 12% 12% 12% 12%2. Applied Arts3. Physical Welfare4. Global Studies5. Fine Arts6. Special Education7. Language Arts ts rts n rts es ce n re io Ar t io fa di en A A at ca el tu ne d ge tr ci lie W lS8. Administration du is S Fi ua in h/ pp al ba lE 5. ng at dm ic A lo ia M ys La 2. G A ec 1. Ph 4. 7. 8. Sp 3. 6.
  • 4. How much do you know about differentiatedinstruction based on interests? 25% 25% 25% 25%1. I know all about it (and should be making this presentation).2. I need a reminder.3. I maybe learned about it once, but … .. .. .. .. l. . a. e. re4. Why am I here again? le Ih al a be w am d no ee ay Ik hy In Im W 1. 2. 3. 4.
  • 5. Remember the KUD from this morning?KNOW UNDERSTAND DO-Instructional Understand that Create a lesson oractivity based on students who are reinvent anstudent interest. interested in the existing lesson-Different tools learning process that incorporatesto obtain student likely learn more student interests.interest and faster. Apply the RAFTinformation teaching strategy.
  • 6. Differentiation is a teacher’s response to learners’ needs guided by general principles of differentiation, such as respectful ongoing tasks assessment flexible grouping Teachers can differentiate Content Process Product according to students’ Readiness Interests Learning Profilethrough a range of instructional and management strategies
  • 7. Stage Four (S4)What do we do when Stage One (S1)students are proficient? What do we want(Differentiation) students to know and be Data able to do? Essential Collection & Outcomes S1 Analysis Summative Assessment Instruction LT PLC Cycle Differentiated Formative Instruction s3 & s4 Assessment s2 Stage Two (S2)Stage Three (S3) Data How do we know whenWhat do we do Collection & SMART Goals a student has learned?when students Analysis s2are not learning?(Interventions)
  • 8. Strategies for differentiating contentfor students• Readiness Student learning• Learning Profile• Interest
  • 9. Three ways to differentiate based on the student.• Readiness – The current knowledge, understanding and skill level a student has related to a particular sequence of learning.• Learning Profile – A students preferred mode of learning.• Interest – What a student enjoys learning about, thinking about and doing.
  • 10. Differentiating Instruction by InterestWhy should teachers care whatstudents are interested in? Students who are interested in the learning process likely learn more and faster.
  • 11. We differentiate for INTEREST when we:• Provide materials to encourage further exploration of topics of interest.• Use student questions and topics to guide lectures, materials selection, examples, illustrations• Encourage students to design and participate in the design of some tasks• Vary the topics and activities we use related to unit content
  • 12. When Should I Differentiate for Student Interest?• Differentiate for interest when it makes sense to do so. Not all aspects of the curriculum are suited to differentiation for interest. –Beginning of year –Beginning of a unit
  • 13. How do I discover their interests?Individual Interest vs. Content Interest Tools Survey Pie Chart Ranking
  • 14. Preassessment for interest sample Questions for a general interest survey1. My favorite subject last year was… 11. In the summer, I …2. I think that this year, my favorite subject 12. Where I would most like to go on will be… vacation…3. Of all the topics we studied last year in all 13. What I want to be when I grow up… my subjects, my absolute favorite was… 14. What I want to do after high school…4. Last year, I really did NOT like learning 15. What I would study at college… about… 16. The last book I read was…5. My favorite time of year is…, because… 17. When I have quiet time, I like to think6. My favorite animal is… about…7. This is what I usually do after school….. 18. The last movie I saw was…8. I would like to get better at… 19. When I am with my friends, I like to…9. I am pretty good at… 20. Instruments I play…10. I could help you teach about…
  • 15. Differentiating for individual interest(when it makes sense to do so). • Softball, running, guitar, football, Individual Interests wars, music, video games, • Collect formal/informal data wrestling, basketball, soccer, traveling, reading, learning about on students passions, other languages/cultures, lacrosse, hobbies, activities archery, volunteering, writing, cooking, organizing, college • Use an interest survey football, violin, juggling, unicycling, • http://www.gifted.uconn.ed (hands on), horses, softball, swimming, fishing, hunting, choir, u/siegle/CurriculumCompac grammar, photography, piano, ting/SEC-IMAG/ialsecon.pdf ukulele, board games, technology, theater, radio, MMA, boxing, tennis, movies, scrapebooking, getting people to laugh, hiking, cheerleading, programming, frisbee, baseball, golf, snowball, pole vaulting, drawing, flute, gymnastics, baking
  • 16. Fill in the pie chart to represent you as aperson.
  • 17. How do I discover their interests?Individual Interest vs. Content Interest Tools Survey Pie Chart Ranking
  • 18. Differentiating for interest within a unit of study.What Do You Want To Learn About Rome?These are the topics we will be studying in our unit on AncientRome. We want to know what you want to learn about. Numberyour choices from 1-7. Make sure that 1 is your favorite and 7 isyour least favorite._____geography_____government (laws)_____agriculture (foods they grew)_____architecture (buildings)_____music and art_____religion and sports_____roles of men, women, and children
  • 19. Now that I know theirinterest what do I do with it?
  • 20. KNOW• President John Kennedy, Nikita Khruschev, Fidel Castro, Cold War, Ex Comm, U2 plane,UNDERSTAND• Political leaders’ actions and decisions can be driven by a desire to propagate national ideologies.DO• Use information to write from a non-personal perspective.• Analyze and account for differing perspectives.
  • 21. From whose perspective are you most interested in using to learn about the Cuban Missile Crisis? 1. U.S. leaders 25% 25% 25% 25% 2. Soldiers/pilots 3. Soviet & Cuban Leaders 4. Historians . . ... ns .. r.. pi Cu de ria / rs a & to ie le is et ld . H .S vi So So U 4. 2. 1. 3.
  • 22. RAFT = is a creative, funstrategy that encouragesstudents to1) assume a role2) consider their audience,3) work in a particular format4) examine a topic from theirchosen perspectiveMotivating because it givesstudents choice, appeals to theirinterests and learning profiles, andcan be adapted to studentreadiness levels.
  • 23. Possible RAFT FormatsRole Audience Format Topic Advertisement Advice column Application Cartoon Commercial Editorial Essay Eulogy Interview Resume Review Skit Slogan Yearbook Debate Will Telegram Pamphlet News Story Invitation Facebook Tweet
  • 24. On your own- RAFT application1) Meet with your subject area2) Pick a current or upcoming lesson you will be teaching3) Use the provided RAFT template to fill in the KUD first4) Fill in the Role, Audience, Format, and Topic sections5) Share and debrief with the group
  • 25. What is your comfort level with DI by interest? 1. Very comfortable 25% 25% 25% 25% 2. Comfortable 3. I have some questions 4. I have only just begun ... .. . le r .. e. ly b fo m rta on m so fo co e av om e av ry Ih C Ih Ve 2. 4. 3. 1.