Differentiating instruction by interest

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Differentiating instruction by interest

  1. 1. Session Agenda1) Something about you2) Differentiating instruction by interest3) Time with your PLC to apply a DI strategy
  2. 2. 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.
  3. 3. Aside from teaching, which other occupation would you most prefer?1. Artist 12% 12% 12% 12% 12% 12% 12% 12%2. Engineer3. Lawyer4. Performing artist5. Writer6. Builder 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 lS 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. 4. Based on your experience with differentiation, howwould you describe your current comfort level? 25% 25% 25% 25%1. I should be running this workshop!2. I have had some recent success in the classroom with differentiation.3. I have some ideas but have not implemented them in the class. .. .. .. .. l. . a. e. re le Ih al4. I still have not taken the first step a be w am d no ee ay Ik hy In Im W as it is A LOT to consider. 1. 2. 3. 4.
  5. 5. Differentiating Instruction by InterestWhy should teachers care whatstudents are interested in? Students who are interested in the learning process likely learn more and faster.
  6. 6. Explain Purpose of DI by InterestPeople learn best when what they learnis personally meaningful to them andthey can learn in their own way, havechoices and feel in control. “Powerful Learning” –Ron Brandt
  7. 7. 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.
  8. 8. 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
  9. 9. When Should I Differentiate forStudent 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
  10. 10. Evaluate: When to use DI for Interest?• Is this a good point in the unit to differentiate based on student interest?• Which student information would be relevant or helpful? (general interest or content?)• How am I going to collect this information?• How will the interest information be incorporated into the differentiated lesson?
  11. 11. How do I discover their interests?Individual Interest vs. Content Interest Tools Survey Pie Chart Ranking
  12. 12. Pre-assessment 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…
  13. 13. Collecting individual interests • Softball, running, guitar, football,Individual Interests wars, music, video games,• Collect formal/informal data wrestling, basketball, soccer, traveling, reading, learning about on students other languages/cultures, lacrosse, passions, 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, scrapbooking, getting people to laugh, hiking, cheerleading, programming, frisbee, baseball, golf, snowball, pole vaulting, drawing, flute, gymnastics, baking
  14. 14. Fill in the pie chart to represent you as aperson.
  15. 15. How do I discover their interests?Individual Interest vs. Content Interest Tools Survey Pie Chart Ranking
  16. 16. 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
  17. 17. Now that I know their interestwhat do I do with it?1) Entry points - to introduce a lesson/ unit.2) RAFT – to build into a unit.
  18. 18. The Five Entry Points of Howard GardnerIn order to make a students earlyexperiences with a topic more engagingand motivating, students are offered avariety of ways to “enter into” the study.
  19. 19. Howard Gardners multiple intelligences• Aesthetic – learners respond to work of art with senses.• Narrative – read or tell a story behind the topic which may include sequential details.• Logical – provide data, statistics, cause & effect or use deductive reasoning.• Foundational – learners respond to broader philosophical concepts or big life questions.• Experimental – a hands on approach through which learners respond.
  20. 20. These entry points respondprimarily to learning profileand interest. Logical or Quantitative AestheticNarrative Topic Of Study Foundational Experimental
  21. 21. Example - Poverty Know Understand Do80% of the world lives in The developing world lacks Compare and contrast yourthe developing world. basic necessities that are life in the developed world necessary for an with that of someone in acceptable standard of the developing world. living.
  22. 22. Raft Example(to build into a unit)
  23. 23. 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.
  24. 24. RAFT Example – Bangladesh Textile Industry Know Understand DoPerspective of the Understand the story Role play a scenarioworkers, Bangladeshi behind the clothing featuring some of thegovernment and labels first examined in main groups involved ingarment multinationals class. this garment export industry.
  25. 25. Role Audience Format Topic Criteria -Reflect the garment1) Lawyer Client(s) Interviewing the Working conditions workers concernsspecializing in (garment garment workers at the factories with status quo.labor issues workers) for possible trial -Brainstorm options for a possible course of action. -Reflect the mindset2) Reporter Worker family Interview in Why we moved from of a villager who family one roomed the village to the opts to move near lodging for a export zone slum the factory. documentary. - Present questions that a younger child might have for the parent. -Reflect the PM’s3) Bangladeshi Multinational Business meeting Why Bangladesh is prioritiesPrime Minister Garment the place to locate -Demonstrate the Corporations their manufacturing possible positions CEO’s operations held by the multinationals. -Review layout of4) Engineer Bangladeshi Phone Call Safety inspection export zone. Prime Minister concerns -Reflect the Bangladeshi PM’s priorities.
  26. 26. Possible RAFT FormatsRole Audience Format Topic CriteriaArtist Matches up Advertisement Ties intoEngineer with the role Advice column the KUDWriter Application and theActor Cartoon role.Forest CommercialRanger Editorial EssayBotanist EulogyBuilder InterviewEditor ResumePoet Review Skit Slogan Yearbook Debate Will Telegram Pamphlet News Story Invitation Facebook Tweet
  27. 27. Aside from teaching, which other occupation would you most prefer?1. Artist 12% 12% 12% 12% 12% 12% 12% 12%2. Engineer3. Lawyer4. Performing artist5. Writer6. Builder 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 lS 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.
  28. 28. 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
  29. 29. 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.
  30. 30. END

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