Differentiated Instruction For Saturday1111Presentation Transcript
How do we support our students to achieve the highest level of listening, speaking, reading, writing, and critical thinking in our target language?
You are already doing it!
Each time you provide a student with extra help, more time, or a modified assignment, you are differentiating instruction. All good teachers, whether they realize it or not, differentiate to some degree.
Backwards Planning Step 1: Determine Lesson & CA State Content Standards Identify CONTENT: What do the students need to know? Step 2: Understand the Materials Preview text and instructional resources Step 3: Determine the Outcome Write a teacher’s working thesis Design a focus question Develop rubric or other form of scoring guide Step 5: Instruction, Learning, Practice Reading and writing strategies Oral language and critical thinking skills development Content Acquisition Step 6: Administer the Assessment Have students complete the assessment Use the rubric Provide feedback Step 7: Analyze the Data Analyze student work to plan instruction Do protocol with colleagues Revise or re-teach as needed Revise unit for future use Model Instruction Guided practice Independent Practice UC Berkeley History-Social Science Project, firstname.lastname@example.org Step 4: Identify Challenges of Understanding of Content Determine sentence and passage level strategies for unlocking text and content Determine writing strategies for answering focus question
Differentiated Instruction Defined
In an effective differentiated classroom, one lesson is taught to the entire class while meeting the needs of each individual child.
Differentiated Instruction is NOT
Giving advanced students extra work
Having low performing students do less work or “easier assignments”
Giving different assessments to different ability students
Making multiple lesson plans for each class
Using a particular strategy such as centers or tiered assignments
Differentiated Instruction IS
Varied approaches to content, process and product in response to student differences in readiness, interests, and learning profile .
What a student should know, understand and be able to do as a result of instruction in the lesson — the input.
Activities designed to help the student “make sense of” or “own” the content.
How the student will demonstrate what he/she knows, understands and is able to do — the output.
Refers to the curricular element the teacher has modified in response to learner needs.
Refers to the student trait to which the differentiation responds.
Addresses the teacher’s reason for modifying the learning experience.
Key Principles of Differentiation
All students participate in rigorous content.
Students and teachers are collaborators in learning.
Goals are individual growth and success.
Flexibility is the centerpiece of a differentiated classroom.
Begin Slowly… Just Begin
Choices of books
Think-pair-share by readiness
They being with a presentation of a skill or concept to the whole class, but at different levels of complexity, abstractness and open-endedness.
After that students are put into small groups.
Students are allowed different pathways to understand the concept. Based on students’ interests, readiness, or learning profiles.
Ways to tier a lesson
By process -variety of assignment choices
By product -grouped by learning preference -same set of rubrics, equal effort, appropriately challenging
By resources -materials are chosen at various levels and complexity of content
Making levels less obvious
Enthusiastic about every group
Turns introducing levels
Activities that are equally: -Interesting and motivating -Active -Time consuming
Comparable in terms of time and effort
Options should allow for a variety of learning styles, interests, prior knowledge, and readiness.
DI assessments. Fair = equal?
I hear and I forget. I see and I remember. I do and I understand. Chinese Proverb