Differentiated Instructional Management

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Differentiated Instructional Management

  1. 1. Differentiated Instructional Management Work Smarter, Not Harder Managing Differentiated Models
  2. 2. Ten Differentiated Models <ul><li>The models being presented are frameworks for managing instruction in a differentiated classroom. </li></ul><ul><li>Each model organizes strategies and activities. </li></ul>
  3. 3. Differentiated Models <ul><li>The models are: </li></ul><ul><ul><li>Adjustable Assignment Model </li></ul></ul><ul><ul><li>Problem-Based Model </li></ul></ul><ul><ul><li>Project-Based Model </li></ul></ul><ul><ul><li>Multiple Intelligence Planning Model </li></ul></ul><ul><ul><li>Triarchic Teaming Model </li></ul></ul><ul><ul><li>Activity Analysis Model </li></ul></ul><ul><ul><li>Student-Directed Learning Model </li></ul></ul><ul><ul><li>Teacher-Directed Learning Model </li></ul></ul><ul><ul><li>Nested Activity Model </li></ul></ul><ul><ul><li>Treaded Model </li></ul></ul>
  4. 4. Adjustable Assignment Model <ul><li>Planning tool that uses a grid with special features to plan assignments according to the diverse needs of students. </li></ul><ul><li>A formal or informal preassessment identifies each student’s background knowledge and experiences in relation to the standard, information, concept or skill. </li></ul><ul><li>It is the most effective way to identify learners’ needs. </li></ul>
  5. 5. Three steps to complete the Adjustable Assignment Model <ul><li>1. Record on the grid the student’s knowledge level: beginning, approaching mastery, or high mastery of concepts or skills. </li></ul><ul><li>2. List what learners on each level need to know. </li></ul><ul><li>3. Teacher identifies the most effective instructional strategies for each level and lists for each group, so all students learn. </li></ul>
  6. 6. Problem-Based Model <ul><li>Provides students with an opportunity to select and solve an identified problem from classroom through international concerns. </li></ul><ul><li>The responsibilities, roles and assignments are identified and assigned to individuals and/or small groups. </li></ul><ul><li>Tasks are designed to teach standards, skills, and concepts where students can learn to become critical and creative thinkers. </li></ul>
  7. 7. The Value of the Problem-Based Model <ul><li>Problems are solved by working teams in the business world and in daily situations. </li></ul><ul><li>Students learn how to address and solve minor and major problems throughout their lives in any situation. </li></ul>
  8. 8. Project-Based Model <ul><li>A project is an assignment that takes a student into an in-depth study to learn more on a topic of interest. </li></ul><ul><li>A project may be assigned to a total class, small groups, partners, or individual student. </li></ul><ul><li>It is geared to the age and interest of the student so it requires little adult supervision. </li></ul>
  9. 9. Instructional Benefits of the Project-Based Model <ul><li>Students learn more about an area of interest from the content standards. </li></ul><ul><li>More students actively engaged in learning and can learn the process as well as the content information. </li></ul><ul><li>The project-based model honors the different ways student learn through their favorite modalities, genres, styles, or intelligences. </li></ul><ul><li>Learners have choices in the ways they present the products or project information. </li></ul>
  10. 10. Multiple Intelligence Planning Model <ul><li>The Multiple Intelligence Planning Model is based on the work of Howard Gardner at Harvard University. </li></ul><ul><li>The intelligences are verbal/linguistic, musical/rhythmic, logical/mathematical, bodily/kinesthetic, visual/spatial, naturalist, intrapersonal, and interpersonal. </li></ul><ul><li>According to Gardner, intelligence is the ability to solve a problem, to create a problem to solve, and to contribute to one’s culture. </li></ul>
  11. 11. Using the Multiple Intelligence Model <ul><li>Each individual has 3 or 4 intelligences that are strong areas. More needs are met when individual ways of learning are addressed. </li></ul><ul><li>Consciously label the targeted and supporting intelligences when planning activities and strategies. </li></ul><ul><li>Label the the strategies and activities, not the students. Make the learning challenging and interesting with multiple intelligence planning. </li></ul>
  12. 12. Multiple Intelligence Model <ul><li>Avoid planning around the teachers dominant intelligences and preferences. Plan to meet the student’s needs or strengths. </li></ul><ul><li>Give opportunities for the interpersonal learner who needs to work with others and the intrapersonal learner who needs time to process and work alone with information. </li></ul>
  13. 13. Triarchic Teaming Model <ul><li>Based on Robert Sternberg’s Triarchic Theory of Intelligence. </li></ul><ul><li>Sternberg states that the successful intelligences are analytical, creative, and practical. </li></ul><ul><li>A problem solving team should be composed of members who are strong in the different intelligences. </li></ul>
  14. 14. Activity Analysis Model <ul><li>The activity analysis model is a guide to selecting and planning an activity for an individual or a group of students. </li></ul><ul><li>This model helps the teacher make more accurate and appropriate decisions when designing an activity for a group of learners. </li></ul>
  15. 15. Questions to Guide the Activity <ul><li>What are you going to teach? </li></ul><ul><li>Who needs it? </li></ul><ul><li>When are you going to teach it? </li></ul><ul><li>Where will the student(s) work productively? </li></ul><ul><li>How will the activity engage the student? </li></ul>
  16. 16. Student-Directed Learning Model <ul><li>The student-directed learning model empowers the learner because the responsibilities for learning are turned over to students. </li></ul><ul><li>The goal of the model is to teach each student to be productive while working and learning with a partner, in a group or independently. </li></ul>
  17. 17. Benefits and Management of Student-Directed Learning Model <ul><li>The model develops learners who become self-initiators, and reflective thinkers. </li></ul><ul><li>Students learn to take responsibility for their own learning and to occupy their time wisely. </li></ul><ul><li>Management requires proper assessment, tasks requiring little assistance, and time for reflection. </li></ul>
  18. 18. Teacher-Directed Learning Model <ul><li>This model is a structured approach to teaching a specific skill or procedure for mastery. </li></ul><ul><li>The teacher becomes the information disseminator. </li></ul><ul><li>There are five steps in this approach: orientation, presentation, and structured, guided, and independent practice. </li></ul>
  19. 19. Nested Activity Model <ul><li>This is a model designed to integrate curriculum. </li></ul><ul><li>The nested activity analyzes the value of a chosen activity. </li></ul><ul><li>Lessons are usually multifaceted, teaching more than one standard, skill, or intelligence at one time. </li></ul><ul><li>This model enables the student to recognize the activity, the standards, the social skills and the thinking skills. </li></ul>
  20. 20. Threaded Model <ul><li>The Treaded Model is a planning tool for integrating the curriculum. </li></ul><ul><li>A specific standard, skill, or concept is identified as the target for instruction. </li></ul><ul><li>This model gives students opportunities to view information through different lenses in various subjects and situations and to use it in various ways. </li></ul>
  21. 21. Managing the Treaded Model <ul><li>Target an area that needs more work by analyzing test data, grade-level performance, previous trouble spots, or teacher concerns. </li></ul><ul><li>Address the same standard, skill or concept in different lessons, activities, and subject areas. </li></ul><ul><li>This model can be used with a team and across grade levels. </li></ul>
  22. 22. Differentiated Models That Can Create Success <ul><li>There are a variety of differentiation models that a teacher may select to use in a classroom. </li></ul><ul><li>It calls for a careful analysis of your teaching goal and desired student growth. </li></ul><ul><li>Responsive educators must go to great lengths to find the right model to meet the needs of their students. </li></ul>

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