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Differentiated Instruction For Saturday1111
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Differentiated Instruction For Saturday1111


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  • 2. Essential Question
    • How do we support our students to achieve the highest level of listening, speaking, reading, writing, and critical thinking in our target language?
  • 3. 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.
    • Diane Heacox
  • 4. 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, 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
  • 5. Differentiated Instruction Defined
    • In an effective differentiated classroom, one lesson is taught to the entire class while meeting the needs of each individual child.
  • 6. 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
  • 7. Differentiated Instruction IS
    • Varied approaches to content, process and product in response to student differences in readiness, interests, and learning profile .
    • Choices!!!!!!
  • 8. Content
      • What a student should know, understand and be able to do as a result of instruction in the lesson — the input.
  • 9. Process
    • Activities designed to help the student “make sense of” or “own” the content.
  • 10. Product
    • How the student will demonstrate what he/she knows, understands and is able to do — the output.
  • 11. Differentiate What?
    • Refers to the curricular element the teacher has modified in response to learner needs.
      • Content
      • Process
      • Product
  • 12. Differentiate How?
    • Refers to the student trait to which the differentiation responds.
      • Readiness
      • Interest
      • Learning Profile
  • 13. Why Differentiate?
    • Addresses the teacher’s reason for modifying the learning experience.
      • Access
      • Achievement
  • 14. 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.
  • 15. Begin Slowly… Just Begin
    • LOW-PREP
    • Guided instruction
    • Choices of books
    • Homework options
    • Reading buddies
    • Anchor options
    • Think-pair-share by readiness
    • Flexible grouping
    • Tiered activities
    • Independent work
    • Alternative assessments
    • Learning contracts
    • Stations, centers
    • Compacting
    • Interest groups
  • 16. Tiered Activities
  • 17. Tiered Lessons
    • 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.
  • 18. Ways to tier a lesson
    • By outcome
    • 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
  • 19. Making levels less obvious
    • Color coding
    • Enthusiastic about every group
    • Turns introducing levels
    • Activities that are equally: -Interesting and motivating -Active -Time consuming
  • 20. Tiered Assessments
    • 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?
  • 21. I hear and I forget. I see and I remember. I do and I understand. Chinese Proverb