Di jan 28th

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Session presented in partnership with the ERLC in Fort McMurray for a PD Day.

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  • Students choose what reading response they will complete each week. Some students are placed in guided reading groups according to their readiness Students choose what reading response they will complete each week. Some students are placed in guided reading groups according to their readiness Students choose what reading response they complete each week, and some students are placed into guided reading groups based on readiness
  • Students choose the best way to show their learning.
  • Di jan 28th

    1. 1. Differentiated Instructional Strategies January 28th, 2011
    2. 2. The Purpose of this Session…• To provide real life examples of differentiated instructional strategies that can be used in a grade 4,5, or 6 classroom• To see examples of differentiated learning that can be applied in all classrooms• To provide a common place to think together and ask questions
    3. 3. As a result of this session you should:Know Key principles (non-negotiables) of differentiation Key vocabulary: readiness, interest, learning profile, content, process, product, pre-assessment, ongoing/formative assessment, flexible grouping, teaching up, respectful tasksUnderstand Effective differentiation stems from a teachers growth mindset Student learning differences shape student learning experiences Instructional fit is necessary for real learning Quality Differentiation stretches learnersBe able to Do Relate principles of differentiation to your own experiences Take away at least one idea to use within your own classroom
    4. 4. Baseball Partners Home Plate:First Base: Third Base: Second Base:
    5. 5. There is a vast amount ofresearch that states Students:• Learn at different rates• Need different degrees of difficulty• Have different interests• Learn in different ways• And need different support systems
    6. 6. Content Process Product What students learn How students learn How students show what they have learned Readiness Interests Learning ProfileStudent’s ability level Student’s desire to Ways in which study a particular student learns best topic
    7. 7. What Does DI Look Like in a Classroom?Note how cleanit is…. Must be September
    8. 8. Step #1Interest inventories, learner profiles, cum files, standardized tests, parent inventories….
    9. 9. • Establishes the framework for a responsive classroom – Each student’s need for a “next step” – Responsibility for own growth – “We’ve got your back” mentality – Competition against self )vs. others) – Fair as each student getting what he/she needs to succeed• Begins with Teacher mindset• Extends to student belief in one another• Supports the belief that we win or lose together• Ensures security/safety necessary for academic growth• Provides the teacher with “teammates” too Tomlinson, 2009
    10. 10. 4. Strongest Multiple Intelligence Area = ShirtLearner ColourProfiLe PeoPLe Intra personal (go with your guts) = White Inter personal (working with people) = Red Musical = Blue Kinesthetic = Black Logical mathematical = Yellow Verbal/ Linguistic = Purple1. Favourite subject in school = Visual/ Spatial = Orange Naturalist = Green H Learning Preference = Shoe Colour e a Visual = White d Auditory = Black Kinesthetic = Red a n d 5. If you prefer to work alone on a project, put b stripes on your shirt, if you prefer to work in groups, o put polka dots d y 6. If you like to be challenged and learn new and c difficult things design a hat for your self. o l o u r .
    11. 11. Learner Cards Student Name Rdg Level Sch Affil -321 = 123 + + -Q/N: quiet or noisyV/A/K: visual, auditory, kinesthetic LP IntG/S: group, single Q/N SoccerA/P/C: analytic, practical, creative V/A/K MysteriesP/W: ???? S/P G/S Video Games A/P/C ELL P/W
    12. 12. Math Inventory1. How do you feel about math?2. Do you think you are good in math? Why?3. What are your best areas in math?4. What are your weakest areas in math?5. Do you think it is important to be good in math? Why?6. What do you think are characteristics of students who are good in math? Why?7. What do you do when you come to a math problem you can’t solve?8. How do you use math outside of class?9. What do you usually do after school when you get home?10. What do you most like to do when you have free time? Why?11. What else should I know about you to teach you effectively this year?
    13. 13. At My Best….Thinking about your strengths and best features, please answer the following:1. A positive thing people say about me is:2. When I’m feeling great at school, it’s probably because:3. A dream I have for myself is:4. A thing I like spending time on is:5. Something that captures my imagination is:6. The best thing about my family is:7. My strength as a learner is:8. What I can contribute to the classroom is:9. A thing I wish people know about me is:10. I’m proud of:
    14. 14. Me GraphsStep 1 : Come up with a word that to you means “the best at”Step 2: Come up with a word that to you means “not very good at”Step 3: Come up with three more words that would fit in the middle,getting progressively betterStep 4: Draw an x, and y axis on your graph paper, plot your wordsalong the y axis from worst to best.Step 5: Plot these subjects along you x axis, leaving room for threemore Math Writing Music Social Studies Science Physed Reading ArtStep 6: Create a line graph plotting your skills in each of thesesubject areasStep 7: Add three more things to your x axis, and plot your skill levelin those as well
    15. 15. Patterning and Relations Pre-AssessmentDo you agree or disagree witheach statement? Explain yourthinking.1.There are different kinds ofpatterns.2.A pattern that starts with thenumbers 10,20,….. can becontinued ONLY ONE way.3.If you continue the numberpattern 35, 45,55,65,…… you willreach the number 120.4.Every addition equation can bewritten as a subtraction equation. Adapted from Nelson math text
    16. 16. Morning Message• Written to the kids, or by the kids• About the kids• Connections can be made to all content areas• Authentic Literacy• FUN!
    17. 17. A morning message that links your students to the curriculum engages your students!“be ready for morning messageEVERY MORNING.. She reallyshows how much she caresabout you… because she addsyou to the things you careabout”
    18. 18. Step #2Learning menus, contracts, tic tac toe, R.A.F.T.S.
    19. 19. Geography Learning Menu Appetizer: You must complete these tasks•Complete a quiz on the 6 regions of Alberta/Canada, and the 6 facets ofgeography.•Decide on a region you would like to study further and write 3 reasonswhy you would like to study this region.Wait for Ms. Tebay to assign regions.
    20. 20. Main Course (Chose ONE task to complete)       Write a report about the geographic features of your region. Use the graphicorganizer provided by Ms. Tebay to plan your report. Use your textbook, libraryresources and the Internet to get the information for your report.       Interview someone from this region. Use the graphic organizer provided by Ms.Tebay to plan your interview questions. Bring in a written transcript of your interview.Create a PowerPoint presentation about your region. Use the graphic organizer providedby Ms. Tebay to plan your presentation. Use your textbook, library resources and theInternet to get the information for your presentation.
    21. 21. Side Dish (Chose ONE task to complete)       Create a brochure enticing people to visit your region.Include pictures, facts, a map, and things to do in your region.       Create a TV. commercial enticing people to visit yourregion. Include pictures, facts, a map, and things to do in yourregion.Create a mini scrapbook (4-5 pages) of a trip (real or fictional)to this region. Include pictures, facts, a map, and things to do inyour region.
    22. 22. Dessert (a little something extra)       Write or perform a song about your region       Paint a picture of your regionWrite an email home from an imaginary trip to this region.
    23. 23. R.A.F.T.(S).R – RoleA – AudienceF – FormatT – Topic(S) – Strong Verb
    24. 24. Head Smashed in Buffalo Jump R.A.F.T.Role Audience Format TopicA grade 4 or 5 A grade 3 A friendly letter What is thestudent student historical significance of Head Smashed in Buffalo Jump?An Aboriginal The Prime A song Should they haveMan Minister live buffalo at Head Smashed in Buffalo Jump today?A buffalo Our class A graphic Why is Head organizer Smashed in Buffalo Jump a world heritage site? Garette Tebay, 2007
    25. 25. Ecology Raft Role Audience Format Topic A plastic bag The class A friendly Letter Why should we protect wetlands? Mother Earth The mayor A news paper What changes can you make to help the article environment? A house The universe A story Why are wetlands so important? A wetland animal A brother or A speech What happens to things when we throw them out? sister A tree A grade one class A business letter Why should we recycle?Garette Tebay, 2008
    26. 26. Possible Ideas for a RAFT Choose ideas that advance the learning goals.Characters Public service Key terms Scientists orfrom a story job politiciansHistorical Musical Diseases Geographicfigures instruments formationsVocabulary Cartoon Types of Composers orwords characters fabric artistsInstruments Shapes or Authors or Business oror tools colors inventers industry personMinerals or Cities, Brand Technical termschemical countries or name orelements continents object
    27. 27. Possible RAFT Formats to Differentiate by Learning ModalityWritten Visual Oral KinestheticDiary entry Comic Song ModelBulleted list Crossword Monologue CheerObituary puzzle Radiocast MimeInvitation Map Museum DemonstrationRecipe Graphic guide Sales pitchMovie critic organizer Interview with demosFAQs Print ad Puppet show Sew, cook,Editorial Photograph Political buildGossip Fashion speech Wax museumcolumn design Story teller
    28. 28. DI R.A.F.TRole Audience Format TopicDI Kindergarten Letter to DifferentiatingExpert class Dear Abby for readinessRetired Parent Graphic DifferentiatingTeacher council organizer for interestGrade 8 First year Rhyming Differentiatingstudent teachers couplets for learner profile
    29. 29. Anchor Activities• Ongoing assignments that students can work on independently throughout a unit, a grading period, or longer• They can be set up as a center, or as part of your classroom routine
    30. 30. One premise in a differentiated classroom: “In this class we are never finished ---- Learning is a process that never ends.”
    31. 31. Anchor ActivitiesWork Best When:• Expectations are clear and the tasks are taught and practiced prior to use• Students are held accountable for on task behavior and/or task completion• They are motivating; students want to work on them• Students have the pre-requisite• skills necessary to complete them• They allow for student choice
    32. 32. Step #3Using the curriculum, Post what student should know, understand, and be able to Do
    33. 33. The business of schools is to produce work that engages students, that is so compelling that students persist when they experience difficulties, and that is so challenging that students have a sense of accomplishment, of satisfaction – indeed, of delight when they successfully accomplish the tasks assigned Inventing Better Schools, Schlechty
    34. 34. KnowFacts, names, dates, places, information• Provincial capitals• Important historical figures• Basic Math Facts• Sight words
    35. 35. UnderstandEssential truths that give meaning to the topicStated in a full SentenceBegin with “At the end of this unit students will understand that…” (not HOW…. Or WHY…. Or WHAT)• Multiplication is another way to do addition• People migrate to meet basic needs• All cultures contain the same elements• Voice reflects the author• People invent mechanisms to make work easier
    36. 36. Be able to DOSkills (basic skills, skills of the discipline, skills of independence, social skills, skills of production)Verbs or phrases (not the whole activity)• Analyze• Solve a problem to find perimeter• Write a well supported argument• Evaluate work according to a specific criteria• Contribute to the success of a group or team• Use graphics to represent data appropriately
    37. 37. Could you use These ideas to differentiate instruction for all students?When we read we are learning…What I should Know:• What is fiction?• What is nonfiction?• How do I know if a book is a good fit for me?• The role of a reader.• The strategies of a successful reader.What Should I be able to Understand:• In good fiction the reader asks “what if I were the character? What would I do?”• In good fiction, the reader asks “what makes people do what they do?”• Through good fiction readers try on lives to see which one fits.• Good fiction changes readers.What Should I Do:• Respond to what I am reading.• Connect to what I am reading.• Ask questions about what I am reading.• Use the strategies of a successful reader. Adapted from C.A.Tomlinson, 2009
    38. 38. • The Students Will KNOW• The names and uses of 8 simple machines (lever, wheel & axel, wedge, screw, inclined plane, roller, gear, pulley)• The directionality of gear and pulley systems• The three classes of a lever• Vocabulary: push, pull, crank, mechanism, motion, friction, drive system, fulcrum, force, load• The Students will UNDERSTAND that• People invent mechanisms to make work simpler• The complex devices we use today originate from the worlds first inventions• Simple machines are still used to make our lives easier• Why should you plan an invention before trying to build it?• What makes a good design?• The Students will be able to DO• Compare the wheel and the roller, and identify examples where each are used.• Construct devices that use wheels and axels• Construct a drive system and explain how the parts are moving and working.• Construct models of levers and explain how they are used in everyday objects• Design and construct devices that move• Use simple forces to move mechanisms• Compare two different designs identifying strengths and weaknesses within each.
    39. 39. Weather Watch KUD’sThe Students will Know•Vocabulary: precipitation, temperature, moisture, dew, weather phenomena, climate, forecast,•The difference between weather, and climate•We choose clothing to suit the climate in our region•How to record the weather over a period of time•Identify types of cloudsThe Students will Understand that•Water is naturally recycled•The relationship between the sun and the earth drives daily and seasonal changes in temperature•How do humans affect climate?•Why is it important to be able to forecast the weather?•Why do we record the weather?The Students will be able to DoPredict where to find the coolest and warmest temperatures in an indoor and outdoor environment•Describe how air moves in indoor and outdoor environments•Measure different types of weather phenomena•Describe evidence that air contains moisture, and that dew and other forms of precipitation come from the air•Describe and measure different forms of precipitation
    40. 40. Head Smashed In Buffalo Jump KUD’sStudents will Know:Key vocabulary: Blackfoot, Buffalo, cliff, aboriginal, World Heritage SiteThe location of the Head Smashed in Buffalo Jump interpretive siteThe animals and vegetation native to the areaStudents will Understand:The importance of the buffalo hunt to the Blackfoot people in the pastThe ingenuity of the aboriginal people of CanadaWhy is it important to respect mother earth?What does it mean to truly value mother earth?How has aboriginal culture changed in Canada?Students will be able to Do:Recognize the importance of becoming a world heritage siteTraditional aboriginal dances and songs.Discover their totem and create a piece of artsymbolizing the meaning of their totem.Recreate the Head Smashed in Buffalo Jump sitein the classroom.Reenact a buffalo hunt.
    41. 41. Our goal should always be to create the richest,highest quality learning experience we know howto create….Then, differentiate to enable most students tosucceed with it.Differentiation should always be about lifting up – never about watering down!
    42. 42. DI/UBD Connection Stage 1 Desired Results Understandings Essential Questions Students will know Students will be able to do Stage 2 Assessment EvidencePerformance Tasks Other Evidence Stage 3 Learning Plan
    43. 43. “There are three things to remember when teaching….…. know your stuff, know whom you are stuffing, and then stuff them eloquently.” ~ Lola May

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