DIFFERENTIATING
INSTRUCTION
AGENDA
3










Goals for the Day
Differentiated Instruction in our classrooms
Break
Core Practices & Different...
GOALS FOR THE DAY
4

1.

Learn about DI resources, supports and
strategies

2.

Evaluate our own practice of applying
diff...
5

DIFFERENTIATING
INSTRUCTION


...is effective instruction that is
responsive to learning preferences,
interests and re...
DI CLASSROOM PRACTICES
6



Fill out the
following
table
about
your own
DI
classroom
practices
DI CLASSROOM PRACTICES
7



Share your own
practices with
your table
(department)



Nominate 1
person to share
your tab...
8

Now a few words from John
“A LEARNING STYLE is the way each learner
begins to concentrate on, process, and retain
new and difficult information.”
(R...
LEARNING STYLES
10



Visual/Spatial: Learning through seeing.



Verbal/Linguistic: Learning through

hearing


Body/K...
LEARNING STYLES
11



Musical/Rhythmic: Learning through

music


Interpersonal: Learning through others’

emotions


I...
LEARNING STYLES
12



Fill out the
questionnaire for
yourself.



At your tables,
discuss the following
question



QUE...
LEARNING STYLES
13



YES: what can you do to cater
your lessons to a variety of
learning styles?



NO: what are you do...
COFFEE BREAK
minutes)
14



Take 15 for a kit-kat coffee
break

(15
15

ASSESSMENT FOR
LEARNING
16

ASSESSMENT FOR
LEARNING

“The primary purpose of
assessment and
evaluation is to
improve learning.”
“Program Planning ...
17

ASSESSMENT FOR
LEARNING


CORE PRACTICES
 Learning

Goals and Success Criteria

 Questioning
 Feedback
 Self-Asse...
18

LEARNING GOALS & SUCCESS
CRITERIA


LEARNING GOALS
statements
that describe, for
students, what
they should know
and ...
CORE PRACTICE:
QUESTIONING

19









Gathers evidence about students’ current level
of knowledge and skills, as wel...
TIPS TO IMPROVE
QUESTIONING

20



Find alternatives to asking questions of
whole class



Try not to always be the quar...
21

CORE PRACTICE:
FEEDBACK
“…if assessments are to support
improvements in student learning, their
results must inform st...
22

CORE PRACTICE:
FEEDBACK


Describes student performance



Purpose is to reduce the gap between
the student’s curren...
CORE PRACTICE: SELF
ASSESSMENT

23



Provides meaningful feedback to
teachers about students’ learning needs



Equips ...
CORE PRACTICES: VIDEO
24



Watch the video, keep the following
question in mind.



QUESTION: which of the four core
pr...
‹#›
A PERSONAL EXEPERIENCE
26



A personal experience from Laura
Owen
27

DEPARTMENTAL ACTIVITY
INSTRUCTIONS
28



Using Assessment for Learning, each
department is to choose an assignment(s)
and evaluate it(them) acc...
INSTRUCTIONS
29

DEPARTMENT HEADS,
please do not forget your
D.I. KITS
Presentation   staff meeting (feb 13) [2010 version]
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  • In the Fall/07 DI Teachers guide, it states that the reasons as to why we differentiate is:To help all students learnTo increase student motivation and achievement To connect with adolescent learners and To help adolescents become independent learners.As educators we can always build our capacityWe have had three roll-outs regarding DI:Gr2/Gr7-8/now Gr9-10
  • Gardner's theory was first espoused in his 1983 book, Frames of Mind: The Theory of Multiple Intelligences.Gardner believes “that the brain has evolved over millions of years to be responsive to different kinds of content in the world. Language content, musical content, spatial content, numerical content, etc. And all of us have computers that respond to those kinds of contents. But the strength or weakness of one computer doesn't particularly correlate with the other computer.”
  • Assessment allows teachers and students to know how they aredoing—what they are learning, what needs re-teaching, and how torevise. The root of the word “assess” means “to sit beside,” and thatis a useful image to keep in mind in understanding the teacher’s roleas assessor. The teacher sits beside a student as she works on a challengingproblem, asking questions, offering feedback.
  • This the definition found in guide p. 11. Show them where it is.
  • Show this slide after discussion to add any information not covered and you can also add the additional notes below to your presentation if needed.Other ideas can be added such as:You need to direct your attention toward those who do not have the answer. Use a think-pair-share strategy to ensure that all students are engaged in thinking.Hand the responsibility for talking over to the students. Have students ask and answer their questions.Use thumbs up, down or horizontal and follow up where necessary.Move around the class and ask students a key question for understanding.One or two minute conferences to check understanding of key concepts…thus we avoid having “invisible students in the class.
  • The reason we emphasize feedback in assessment for learning. Katz called in pushback in his September presentation to us all.
  • Read the definition and show where they can find more information in the guide on p. 13
  • Read the definition and show where they can find more information in the guide on p. 13
  • Presentation staff meeting (feb 13) [2010 version]

    1. 1. DIFFERENTIATING INSTRUCTION
    2. 2. AGENDA 3         Goals for the Day Differentiated Instruction in our classrooms Break Core Practices & Differentiated Instruction Video Activity: Slide 25 (Mr. Bean) A personal experience Lunch Departmental Activity
    3. 3. GOALS FOR THE DAY 4 1. Learn about DI resources, supports and strategies 2. Evaluate our own practice of applying differentiated instruction within our classrooms 3. Develop an activity applying the principles of differentiated instruction
    4. 4. 5 DIFFERENTIATING INSTRUCTION  ...is effective instruction that is responsive to learning preferences, interests and readiness of the individual learner.”
    5. 5. DI CLASSROOM PRACTICES 6  Fill out the following table about your own DI classroom practices
    6. 6. DI CLASSROOM PRACTICES 7  Share your own practices with your table (department)  Nominate 1 person to share your tables discussion
    7. 7. 8 Now a few words from John
    8. 8. “A LEARNING STYLE is the way each learner begins to concentrate on, process, and retain new and difficult information.” (Rita Dunn Ph. D.) 9
    9. 9. LEARNING STYLES 10  Visual/Spatial: Learning through seeing.  Verbal/Linguistic: Learning through hearing  Body/Kinesthetic: Learning through movement, action, and hands on activities  Logical/Mathematical: learning through
    10. 10. LEARNING STYLES 11  Musical/Rhythmic: Learning through music  Interpersonal: Learning through others’ emotions  Intrapersonal: Learning through one’s inner emotions  Naturalist: learning through a connection
    11. 11. LEARNING STYLES 12  Fill out the questionnaire for yourself.  At your tables, discuss the following question  QUESTION: is your instructional practice influenced by your own learning style?
    12. 12. LEARNING STYLES 13  YES: what can you do to cater your lessons to a variety of learning styles?  NO: what are you doing to accommodate a variety of learning styles?
    13. 13. COFFEE BREAK minutes) 14  Take 15 for a kit-kat coffee break (15
    14. 14. 15 ASSESSMENT FOR LEARNING
    15. 15. 16 ASSESSMENT FOR LEARNING “The primary purpose of assessment and evaluation is to improve learning.” “Program Planning and Assessment, 2000” p. 13
    16. 16. 17 ASSESSMENT FOR LEARNING  CORE PRACTICES  Learning Goals and Success Criteria  Questioning  Feedback  Self-Assessment
    17. 17. 18 LEARNING GOALS & SUCCESS CRITERIA  LEARNING GOALS statements that describe, for students, what they should know and be able to do by the end of a period of instruction.  SUCCESS CRITERIA  Brief  Descriptive statements, in specific terms, of what successful attainment of the learning goals looks like
    18. 18. CORE PRACTICE: QUESTIONING 19     Gathers evidence about students’ current level of knowledge and skills, as well as their attitudes, interests and learning preferences Guides students’ thinking on a topic, and focus their efforts to achieve learning goals Provides information to differentiate instruction Makes students’ thinking visible so teachers can detect confusions and misconceptions
    19. 19. TIPS TO IMPROVE QUESTIONING 20  Find alternatives to asking questions of whole class  Try not to always be the quarterback  Conduct frequent checks for understanding  Talk to students while they are working  Regular one on one conferences
    20. 20. 21 CORE PRACTICE: FEEDBACK “…if assessments are to support improvements in student learning, their results must inform students how to do better the next time. Rick Stiggins
    21. 21. 22 CORE PRACTICE: FEEDBACK  Describes student performance  Purpose is to reduce the gap between the student’s current level of understanding and/or performance and a desired goal  Has powerful effects on student engagement and learning
    22. 22. CORE PRACTICE: SELF ASSESSMENT 23  Provides meaningful feedback to teachers about students’ learning needs  Equips student with the skills to answer  Where am I going?  Where am I now?  How do I close the gap?  Where to next?
    23. 23. CORE PRACTICES: VIDEO 24  Watch the video, keep the following question in mind.  QUESTION: which of the four core practices would have saved Mr. Bean from his precarious situation?
    24. 24. ‹#›
    25. 25. A PERSONAL EXEPERIENCE 26  A personal experience from Laura Owen
    26. 26. 27 DEPARTMENTAL ACTIVITY
    27. 27. INSTRUCTIONS 28  Using Assessment for Learning, each department is to choose an assignment(s) and evaluate it(them) according to page given;  The department is to consider how to alter assignment if this is necessary so it is in accordance with Assessment for Learning
    28. 28. INSTRUCTIONS 29 DEPARTMENT HEADS, please do not forget your D.I. KITS
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