By: Melissa Donaldson
 
 
 
 
 
 
 
 
 
 
 
 
 
 
<ul><li>Tiered lessons by readiness, interest or learning style </li></ul><ul><li>Mini lessons for specific skills </li></...
 
 
 
 
 
 
 
 
<ul><li>Glass, Bug, Mud ( Grimes & Stevens, 2009) </li></ul><ul><li>In this article, a teacher conducted a study of differ...
<ul><li>Planning, Evaluating, and Improving Tiers of  </li></ul><ul><li>Support in Beginning Reading ( Smith, Basaraba, an...
<ul><li>Making it happen: Using Differentiated Instruction, Retrofit  </li></ul><ul><li>Framework, and Universal Design fo...
<ul><li>Crossing Boundaries and Initiating Conversations About RTI: Understanding and Applying Differentiated Classroom In...
<ul><li>We can all agree that ALL of our students can benefit from more differentiation </li></ul><ul><li>We currently imp...
 
<ul><li>Edutopia. (2009).  What's Your Learning Style?  Retrieved 12 7, 2009, from Edutopia: The George Lucas Educational ...
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Course Project Presentation

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Course Project Presentation

  1. 1. By: Melissa Donaldson
  2. 16. <ul><li>Tiered lessons by readiness, interest or learning style </li></ul><ul><li>Mini lessons for specific skills </li></ul><ul><li>More front loading of information </li></ul><ul><li>Use manipulatives </li></ul><ul><li>Use graphic organizers </li></ul><ul><li>Use anchor activities (examples of exemplary work and non exemplary work) </li></ul><ul><li>Increase the use of auditory, visual and written techniques </li></ul><ul><li>Break harder content into smaller tasks </li></ul>
  3. 25. <ul><li>Glass, Bug, Mud ( Grimes & Stevens, 2009) </li></ul><ul><li>In this article, a teacher conducted a study of differentiated instruction in her own classroom. She named the levels of knowledge of each concept as Glass, Bug, Mud through a six question assessment that will allow proper placement of each student in the category to become successful. She gives practical advice on how to start differentiated instruction in your own classroom. </li></ul>
  4. 26. <ul><li>Planning, Evaluating, and Improving Tiers of </li></ul><ul><li>Support in Beginning Reading ( Smith, Basaraba, and Travers, 2009) </li></ul><ul><li>This article discusses the concept of data driven decisions to be based upon how much intervention and teaching should be given to an individual child in the area of reading. The article introduces a multi-leveled model to use for intervention that involves a team of teachers to construct a plan for individual students who are at risk in the subject of reading. The interventions can start as early as kindergarten and the team uses formal and informal assessments throughout the elementary years to allow continued success in reading for that individual student. </li></ul>
  5. 27. <ul><li>Making it happen: Using Differentiated Instruction, Retrofit </li></ul><ul><li>Framework, and Universal Design for Learning (Stanford & Reeves, 2009) </li></ul><ul><li>This article explores the definition of differentiated instruction and contrasts the differences between a Universal Design for Learning classroom and a Retrofitting classroom when it comes to delivering differentiated instruction. The article describes a fifth grade girl and how each instruction would benefit and be used for her to be successful. The article stresses that the teacher must decide which type of instruction is best in their classroom for the variety of learners by using these two concepts for differentiated instruction, in order to meet the needs of all students. </li></ul>
  6. 28. <ul><li>Crossing Boundaries and Initiating Conversations About RTI: Understanding and Applying Differentiated Classroom Instruction (Walker-Dalhouse, Risko, Esworthy, Grasley, Kaisler, & McIlvain, 2009) </li></ul><ul><li>This article discusses assessments used in Wisconsin and Tennessee schools in order to assess the level of reading ability of students. With these assessments, the teachers are able to differentiate their instruction based on the student’s interest and ability. This article is a good resource in order to find names of assessments that would give usable data in order to help differentiate instruction in the subject of reading. </li></ul>
  7. 29. <ul><li>We can all agree that ALL of our students can benefit from more differentiation </li></ul><ul><li>We currently implement strategies that would help differentiate </li></ul><ul><li>There are resources available to allow little planning to get started </li></ul><ul><li>So…………………. </li></ul>
  8. 31. <ul><li>Edutopia. (2009). What's Your Learning Style? Retrieved 12 7, 2009, from Edutopia: The George Lucas Educational </li></ul><ul><li>Foundation: www.edutopia.org/mutiple-intelligences-learning-styles-quiz . </li></ul><ul><li>Grimes, K. J., Stevens, D. D., (2009), Glass, Bug, Mud , Phi Delta Kappan, Vol. 90(9), p. 677-680. </li></ul><ul><li>Indiana Department of Education. (2007). Tiered Curriculum Project. Retrieved 12 7, 2009, from Indiana Department of Education: </li></ul><ul><li>http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html </li></ul><ul><li>Smith, J., Basaraba, D., Travers, P. (2009), Planning, Evaluating, and Improving Tiers of Support in Beginning Reading, </li></ul><ul><li>TEACHING Exceptional Children, Vol. 41 (5), p. 16-22. </li></ul><ul><li>Stanford, B. & Reeves, S. (2009). Making it happen: Using Differentiated Instruction, Retrofit Framework, and Universal Design for </li></ul><ul><li>Learning . TEACHING Exceptional Children Plus , 5(6) Article 4. Retrieved [November 28,2009] from </li></ul><ul><li>http://escholarship.bc.edu/education/tecplus/vol5/iss6/art4 </li></ul><ul><li>Walker-Dalhouse, D., Risko, V., Esworthy, C., Grasley, E,. Kaisler, G., McIlvain, D., &Stephen, M., (2009), Crossing Boundaries and </li></ul><ul><li>Initiating Conversations About RTI: Understanding and Applying Differentiated Classroom Instruction , Reading Teacher, Vol. </li></ul><ul><li>63(1), p. 84-87. </li></ul><ul><li>Wormeli, R. (2007). Differentiation: From Planning to Practice Grades 6 - 12. Portland, Maine: Stenhouse Publishers. </li></ul>

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