Differentiated instruction 1 11-10


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Differentiated instruction 1 11-10

  1. 1. The First Step in Designing Differentiated Curriculum is...FOCUS!<br />Learning Goals:<br />Know<br />Understand<br />Be Able to Do<br />
  2. 2. When Differentiating Instruction, the Three Most Important Questions to Continually Ask…<br />What do I want my students to know, understand and be able to do?<br />What will I do instructionally to get my students to learn this?<br />How will my students show what they know?<br />
  3. 3. Know<br />These are the facts, vocabulary, dates, places, names, and examples you want students to give you.<br />The know is massively forgettable.<br />Facts:<br />Columbus came to the “New World” <br />Vocabulary-voyage, scurvy<br />“Teaching facts in isolation is like trying to pump water uphill.”<br />-Carol Tomlinson<br />
  4. 4. Examples: Know<br />Facts, Vocabulary, Definitions<br /><ul><li>There are 50 states in the United States
  5. 5. George Washington was the first president
  6. 6. 1812
  7. 7. The words to the Star Spangled Banner
  8. 8. The multiplications tables</li></li></ul><li>UnderstandMajor Concepts and Sub-concepts<br />These are the written statements of truth, the core to the meaning(s) of the lesson or unit. These are what connect the parts of a subject to the student’s life and to other subjects.<br />It is through the understanding component of instruction that we teach our student to truly grasp the “point” of the lesson or the experience.<br />Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understanding.<br />
  9. 9. Understanding:Essential truths that give meaning to the topic<br />Begin with what I want students to understand<br />Examples: <br />Multiplication is another way to do addition<br />People migrate to meet basic needs<br />All culture contains the same elements<br />Individual parts work together as a whole to create a system<br />Voice reflects the author’s personality <br />
  10. 10. A student who understands something can…<br />Explain it clearly, giving examples<br />Use it<br />Compare and contrast it with other concepts<br />Relate it to other instances in subject studies, other subjects, and personal life experiences<br />Transfer to unfamiliar settings<br />Discover the concept embedded within a novel project<br />Combine it appropriately with other understandings<br />Pose new problems that exemplify or embody the concept<br />Create analogies, models, metaphors, symbols, or pictures of the concept<br />Pose and answer “what if” questions that alter variables in a problematic situation<br />Generate questions and hypotheses that lead to new knowledge and further inquiries<br />Generalize from specifics to form a concept<br />Use the knowledge to appropriately assess his or her performance, or that of someone else. <br />
  11. 11. Able to Do Skills<br />Basic skills of any discipline<br />Thinking skills<br />Social Skills<br />Skills of planning, independent learning, etc. <br />Verbs<br />The skill portion encourages the students to “think” like the professionals who use the knowledge and skill daily as a matter of how they do business. This is what it mean to “be like” a doctor, a scientist, a writer, or an artist. <br />
  12. 12. Do<br />Write a unified paragraph<br />Compare and contrast<br />Draw conclusions<br />Examine varied perspectives<br />Work collaboratively<br />Develop a timeline<br />Use maps as data<br />