This document provides an overview of differentiated instruction. It begins with asking students to define fairness without looking it up. The agenda then lists discussing peer-based presentations, differentiated instruction, and working on student monographs. It provides examples of how instruction can be differentiated based on environment, content, process and product. Students are instructed to listen to a story and work in groups to create a differentiated literacy lesson for a diverse classroom. Finally, it provides homework directing students to prepare for an interview discussion in the next class and finalize monographs.
1. 8P20 Week 16
Differentiated Instruction
What is
FAIRNESS?
Without looking up a definition on your device,
just write what comes to your mind.
This could be any of the following:
•A definition
•An example
•A synonym
•An antonym
•A saying or quote
•An Image
Entry Question:
2. Today’s Agenda
• PBP by Lauren and Tyler
• What is differentiated Instruction?
• Differentiation brainstorm and gallery walk
• A quick look at Autism
• Monograph Work Time: Focus on Layout
3. SJPBP
• Please complete the following peer evaluation
Presenter:_______ My Name:
________
During this presentation…
– I noticed…
– I felt…
– I learned…
– One thing I would like to incorporate into my
teaching from this presentation would be…
4.
5.
6. If this looks crazy…
WHY WOULD A “ONE-LESSON/ASSIGNMENT FITS-ALL” APPROACH
IN THE CLASSROOM LOOK ANY LESS CRAZY?
7.
8. • No two literacy learners…
• have learned the same expressive and receptive skills
• have the same interests (topics, genres, etc.)
• acquire literacy skills at the same pace
• overcome literacy challenges in exactly the same way
9.
10. Different – not the same
Differentiate – to identify differences between 2 people or
things;
or to make something appear different or
distinct
Differentiation – the action or process of differentiating
Differentiating instruction and assessment is a teacher's response
to learners' needs
*This means ALL learners, not just those with IEP’s
The key to facilitating differentiated literacy instruction is
recognizing differences
Differentiation – what does it mean?
11. What & How do we differentiate?
ENVIRONMENT
Where students
learn
Noise level
Desk arrangement
Flexible groupings
Minimize distractions
Physical and emotional
safety (culture of
respect, collaboration,
and community)
CONTENT
What student
learn
Varied materials (levels,
topics, diversity in
cultures)
Student choice
Real-Life contexts
Multimodal
Vocabulary and
language support
Background knowledge
PROCESS
How students
learn
Teaching strategies
aligned to multiple
learning styles
Centered tasks
Engaging technology
Multimodal
presentation
Assistive technologies
PRODUCT
How students
demonstrate their
learning
Varied Assessment
strategies
Varied Assessment tools
Student choice based on
interest and learning style
Student goal setting and
self-reflection
12. What do I do????????
• Listen to the story Lily and the Paper Man. Written by Rebecca Upjohn and Illustrated by Renné
Benoit
• Get into 4 groups (try and work with someone new)
• You are going to create a Literacy Lesson.
• Millieu – large Grade 6 class, 30 students, 3 gifted , 5 on IEP working well below grade level, 2
diagnosed with ADHD, 1 on the Autism spectrum
• Include Differentiation
• Include Multiple Intelligences
• Decide on main expectations and if time permits see if you can find other expectations in other
curriculum
• You have 15 minutes
• https://www.youtube.com/watch?v=t31wVSbeLiY
14. How do I start?
You need to…
Be aware of each of your students strengths and weaknesses
Be aware of the different ways in which your students learn
(and take account of this in planning for teaching)
Do so, by taking some kind of inventory at the beginning
of the year, and make time to continue getting to
know your students interests and readiness
throughout the year by providing individual
meetings for support and feedback
15. How do I start?
You could…
Set slightly different tasks for each student / groups of
students depending on their skill, interest, or ways of working
Set the same task for every student, but give a variety of
contexts or a variety of degrees of difficulty to extend the
scope of the task or activity
Develop related activities that could be handed to students
upon completion of work to extend their learning
16. Group Inquiry Monograph
• Task #1: Pair up with another group and share
your topic, big question, sub questions, and
answers. Offer positive feedback and suggestions
for directions not yet explored.
• Task #2: With your own group members, carefully
read aloud your paragraphs and help one another
revise and edit your sections.
• Task #3: Review the layout of some of the
monographs in the binder. Decide on your layout
and the program you want to use to create your
final product. (word, canva, publisher, google doc,
other?)
17. Homework for Next Class
• NO CLASS NEXT WEEK (Feb 19th)
• NEXT CLASS IS FEBRUARY 26th
• OUR TOPIC WILL BE INTERVIEW PREP! IF YOU
HAVE INTERVIEW EXPERIENCE, BRING A LIST OF
QUESTIONS YOU WERE ASKED TO SHARE WITH
YOUR PEERS.
• NO MORE CLASS TIME FOR MONOGRAPHS –
FINAL PRODUCTS ARE DUE MARCH 5TH
