The more you have, the more flexible you can be as a teacher to meet the varied needs of students.
Pigeon Hole Pic
Have models printed for tables: individuals can look at them and decide which one(s) speak to them
Review the definition of differentiation by learning profile Learn about various methods of using differentiation by learning profile Analyze examples of differentiation by learning profile Create examples of your own differentiated by learning profile
Differentiating byReadiness leads to Growth. Differentiating by Interest increases Motivation. Differentiating by Learning profileincreases Efficiency.
Teachers collect formal or informal data about student preferences in terms of one or more of the following: ◦ Preferred learning styles ◦ Multiple intelligences ◦ Comfort level with competition ◦ Preference for group or individual work ◦ Preference for whole-to-part or part-to-whole learning ◦ Whether they tend to be more introverted or extroverted
When differentiating for learning profile teachers often vary one or more of the following: ◦ Topics or aspects of topics related to unit content ◦ Activities that students use to process or make sense of unit information ◦ Products or the ways students show what they have learned in the unit A teacher in a differentiated classroom should balance opportunities over time to work in both preferred and less-preferred modalities
Find ways of identifying student learning preferences Use that information to design differentiation options Ensure that all students reach the same KUD goals no matter which task they choose or are assigned
Students are Students have a generally more choice in The final outcome motivated toselecting by what will be more complete the process or meaningful work by virtue ofproduct they will comprehension of the choice and by demonstrate the material their interest in content delivered. the understanding. process/product.
Student learning profiles are not static. They may change over time and often vary according to the task and or the subject matter. Creative Analytical Practical Good at coming Good at Good at up with ideas deciding how to learning allocate time to through projects interactions with peers Like making Like solving Like to predictions logical problems concentrate on the problem at hand Enjoy inventing, Enjoy sorting Enjoy taking acting, and classifying, things apart and designing new comparing and fixing them things contrasting
The KUD: What you hear the teacher say:Note that the teacher is clear that “It doesn’t matter to me how you showall versions must lead to the same me that you know the parts of a plantKUD: and how they work together to keep a plant healthy.”•Know parts of a plant and their •You could prepare a speech or afunctions museum exhibit commentary •You could give a demonstration•Understand that all parts of a •Design a PowerPointplant must be healthy and fulfill •Write an essaytheir role for the whole plant to be •Film a cartoonhealthy Choose something that you enjoy doing but make sure that by looking at•(Do) Be able to identify parts of your product, I have a clear sense thatplants and their function in you have met our unit goals for thiskeeping a plant healthy chapter.”
Know Understand DoAnalytical Prompt Practical Prompt Creative PromptAnalyze, judge, critique, Implement, apply, use, Invent, discover, imagine,compare, contrast, demonstrate, teach, put suppose, design, predict,evaluate, diagram, into practice, convince, find a new way, promote,identify, explain, assess, show how, employ, make develop, encourage, usepresent a step-by-step practical unusual materialsapproach
The KUD: What you hear the teacher say:The students move toward the “To prepare for our triathlonfollowing KUD: experience I have broken our classroom into three stations, you have a choice:•Know what a triathlon looks like•Know the required training •Watch a brief video on how a formernecessary to complete a triathlon student prepared and write a checklist for yourself in order to complete a•Understand that training, support triathlonand a good plan lead tocompletion of a successful race •Partner up in order to time, watch and encourage your classmate who will run a triathlon•(Do) Be able to identify skills inswimming, biking and running a •Run a triathlon and reflect how ittriathlon went, write a brief memo to yourself that discusses what you need to improve your overall performance for the race
The KUD: What you hear the teacher say:In this introductory lesson, theteacher wants all students to “To get started with today’s work•Know what alliteration is on alliteration in poetry, you may choose to listen to poems using•Understand that alliteration alliteration, read poems that usecreates a consistent pattern that alliteration, or write a poem usingcatches the mind’s eye and alliteration.”focuses attention on that part ofthe text•(Do) Be able to identify alliterationin poetry and its impact on thereader
Know Understand DoEnvironmental Emotional Sociological Physiological PsychologicalPrompt Prompt Prompt Prompt PromptHear, design Feel, Work in Perceive, Analyze, reflect motivates pairs, work engage on own
Should NOT DO Should DOOver promote learning styles as a Take care to explain the termconcept in presentation/coaching “learning profile” and the role of “learning styles” in that umbrella conceptUse/trust learning styles Emphasize the malleability of theinventories brain and stress the value of students using all of their potential-even while capitalizing on their strengthsCategorize learners by learning Be clear that an individual learnsstyle differently in different contextsAssign students to learning style Offer varied ways to take in,tasks without good cause explore, and express learningGeneralize to an individual or to a Teach in a variety of waysgroup
Reviewed the definition of differentiation by learning profile Learned about various methods of using differentiation by learning profile Analyzed examples of differentiation by learning profile Created examples of your own differentiated by learning profile