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Differentiated instruction 1 11-10
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Differentiated instruction 1 11-10

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Differentiated instruction 1 11-10 Differentiated instruction 1 11-10 Presentation Transcript

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