Differentiation Presentation by the Access Center
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  • SET UP – Print content area tent cards and place them on tables in the room. As participants enter the room, direct them to sit in the content area with which they are most likely to work. Introduce the topic of the workshop and yourself Have participants sit according to content area if possible. 3.Opening Activity – Have everyone stand up ask them to sit down if you say something that applies to them. Read these statements one at a time: I differentiated my instruction I have given a pre-test or a diagnostic assessment. I have tutored a child I have analyzed similarities and differences in students’ test scores I have given students different books to read. I have taught students in a small group Hopefully at the end no one (unless they have not taught before) is left standing. Make the point that this proves that everyone already differentiates and gives them a lens through which to view differentiation. It’s not impossible. I do it intuitively. Now I just need to do it intentionally.

Differentiation Presentation by the Access Center Differentiation Presentation by the Access Center Presentation Transcript

  • Melissa Storm The Access Center E nhancing Y our I nstructional S kills Through D ifferentiation
  • Session Overview
    • Introduction
    • Differentiation Strategies
    • Practice
    • Practical Issues
    • Collaboration
    • Next Steps
  • Why Differentiate?
    • All kids are different.
    • One size does not fit all.
    • Differentiation provides all students with access to all curriculum.
  • What is Differentiation?
    • A teacher’s response to learner needs
    • The recognition of students’ varying background knowledge and preferences
    • Instruction that appeals to students’ differences
  • Content Process Product According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
  • Comparing Traditional and Differentiated Classrooms
    • Addressing student differences
    • Use of assessment
    • Use of student interest and learning style
  • Comparing Traditional and Differentiated Classrooms
    • Instructional format
    • Assignment options
    • Factors guiding instruction
  • Discussion Question What are you already doing to differentiate instruction in your classroom?
  • Differentiation Strategies
    • All strategies are aligned with instructional goals and objectives
    • Specific strategies are selected based on
      • Focus of instruction
      • Focus of differentiation
  • Example of a Differentiated Classroom Judy Rex’s Classroom in Scottsdale, AZ 3 rd -4 th grade multi-age class Children from 2 nd grade reading level through high school
  • Some Differentiation Strategies
    • Choice Boards
    • Tiered Activities
    • Learning Contracts
  • Differentiation Strategies
    • Develop a two-sentence summary of your strategy.
    • Provide an example of how the strategy could be used in your classroom.
    Reading/Language Arts – Compacting Math – Independent Study Science – Interest Centers or Interest Groups Social Studies/History – Flexible Grouping
  • Case Studies
    • What aspects of differentiation do you see?
    • Which techniques could you use in your classroom? How?
    • What questions or concerns came up?
  • Differentiation Practice
  • Assessment in the Differentiated Classroom
    • Ongoing
    • Instruction-dependent
    • Student-dependent
    • Informs continued instruction
  • Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom
    • Start slowly
    • Organize your classroom space
  • Inboxes Teacher Station 1 Teacher Station 2 Group Assignments Schedule Bookshelf
  • Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom
    • Start student files
    • Start student portfolios
    • Use a clipboard
    • Use of technology
    • Start class with familiar tasks
    • Use task cards, a tape recorder, or an overhead for directions
    • Have systems for student questions
  • Implementing Differentiated Instruction in your District or School
    • Start with Committed Staff
    • Look for Existing Resources/Infrastructure
    • Start with One or Two Strategies
    • Try it and Be Willing to Alter and Extend
  • Implementing Differentiated Instruction: Additional Considerations
    • Administrative Support to Teachers
    • Professional Development
    • Adequate Planning Time
  • Collaborating Effectively
    • General Education and Special Education
    • Interpersonal Communication
    • Physical Arrangement
    • Curriculum
    • Classroom Management
  • Collaborating Effectively
    • Teachers and Instructional Assistants
    • Communicate
    • Schedules
    • Share classroom experiences
    • Share responsibility for students
  • Investing Students
    • Student “buy-in”
    • Provide choice
    • Allow students to assess their own mastery
    • Adjust physical environment
    • Increase student responsibility
  • Where do I Go From Here?
    • Support networks
      • Online discussion forum
    • http://www.k8accesscenter.org
        • What’s New > Effective Classroom Strategies Discussion
    • Collaboration
  • Resources
    • Assessment
      • Curriculum Based Measurement
      • www.studentprogress.org
    • National Center on Accessing the General Curriculum (NCAC)
    • www.cast.org/ncac/
    • The Access Center
    • www.k8accesscenter.org