Differentiated Instruction Class 4
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Differentiated Instruction Class 4






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  • Handout the Scaffolding Outline

Differentiated Instruction Class 4 Differentiated Instruction Class 4 Presentation Transcript

  • Class #4
  • Big Questions
    • How do you scaffold when presenting info to students?
    • How/why DI by readiness?
  • Homework reflection
    • Sit with your Level Buddy and share both your Learning Contract and your Vocab template.
    • Is it grade level appropriate? Is it meaningful? Is it going to achieve what you want it to achieve?
    View slide
  • Big Question #1
    • How do you scaffold when presenting info to students?
    View slide
  • Research on Note Taking
    • Verbatim notes are the least effective way to take notes.
    • Notes should be a work in progress
    • Notes should be used as a study guide.
    • The more notes, the better.
    • Students should take notes when reading, listening, and other experiences.
  • Many different styles of notes
    • Word Splash directions
    • Read over directions and then come up with your sentences.
    • With the person sitting next to you pair-share your sentences and see how you differ.
  • Question: How to DI?
    • Research indicates that when presenting info to the whole group, what ever the form, students will remember the material well IF they know ahead of time how the material will be organized.
  • Four components to organization:
    • What should the teacher do BEFORE the presentation?
    • When scaffolding the whole group, what should teachers do DURING the presentation?
    • When differentiating in the class what should the teacher do DURING the presentation?
    • What should the teacher do AFTER the presentation?
    • Look over the packet of sample notetaking methods.
    • With your product buddy go over them and then discuss which ones would work in your respective classes the best and why. How could you see these modified?
  • Big Question #1 Reflection
    • Which notetaking strategies or concepts make sense for my students and my content?
  • Big Question 2
    • How do I differentiate by readiness?
  • First you must know where they are
    • You have to determine their readiness
    • This can be a small or large
  • How do I determine readiness?
    • During class
      • Thumb it
      • Color Cards
      • People Find
      • Exit Cards
      • 3-2-1
  • Pre-testing Instruments
    • Book pre/post tests
    • Writing samples
    • Knowledge rating charts
    • People Find
    • KWL
    • Other ideas…
  • The Equalizer
    • All students need lessons that are coherent, relevant, powerful, transferable, authentic, and meaningful.
    • All students should be pushed a bit beyond their comfort zone.
    • Encourage them to “work up”.
  • Scaffolding assignments
    • You can differentiate all three curriculum components
      • Content (what you teach)
      • Process (how you teach)
      • Product (what students produce)
  • Tiered Reading
    • Come up with a single essential that ALL students need to know.
    • Using a variety of sources and questions get them all to that level.
    • Use the ideas from class one about concept or topic to make sure that all students are learning the same concept.
  • Tiered Product
    • RAFT(s) are my favorite version but there are many others.
    • See RAFT reading from Wormeli.
    • Working with your Product Buddy come up with a RAFT that you can use on your current/next unit.
  • Homework
    • Read George Vaites’ article “Improving Reading Proficiency Through CTE” to understand what content literacy is about
    • Create either an activity for notetaking based on our strategies or an activity for assessing student readiness
    • Tomlinson Chapter 9