DI Project Guide
The color scheme gives you an indication of which boxes we focus on in each session:

Session 1          ...
Educational Context
                         Where and how the project will be presented; by and with whom




Unit name: ...
Generative Topic:
                                                  Engaging, appropriate, important

                    ...
• Estimating size when describing physical/ human factors
    • Handling statistics from surveys
    • Measuring time and ...
Understanding Goals
                                     focus on “the essentials”: understanding of key concepts,
       ...
1.- Why does India have a lot of climatic diversity?       1.- Students will understand that the physical features
       ...
Entry Points

  Are different ways a teacher can approach a topic so that students, regardless of their unique blends of i...
•Using graphics and ms word and excel to present work on
                                                    various human...
•   engage multiple modes of learning and forms of expression

                Include a sequence of activities that ramp ...
designing to get a first hand experience of their learning’s. Each of the group would
                            be given...
RUBRICS FOR SCORING THE CULMINATING UNDERSTANDING PERFORMANCE
                      MAXIMUM MARKS :- 25




              ...
relate
conclusi
on
original
aim.

Simple
and neat
with
correct
placeme
nt of
reference
s,
acknowl
edgemen
ts,
contents,
ma...
Documenting the DI Strategies used
                      Specify which DI strategies you plan to use in the different stag...
- By
                                                                         Paula Kluth

Compacting Curriculum   RUBRIC ...
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Differentiated instructional strategies

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Differentiated instructional strategies

  1. 1. DI Project Guide The color scheme gives you an indication of which boxes we focus on in each session: Session 1 Lavender Generative Topic Educational Context Session 2 Light Orange Understanding Goals Strategies for differentiating learning environment and pace Session 3 Light Green Entry Points Strategies for differentiating content Session 4 Pale Blue Understanding Performances Strategies for differentiating process Session 5 Light Yellow Ongoing Assessment Strategies for differentiating products Session 6 Rose Second Draft Reflection Often changing one piece means you have to go back and change something somewhere else. So feel free to put ideas in sections we have not yet discussed or to return and change sections that you have already worked on. Then talk about those changes in your study group. This DI Project Format Guide is meant to be easy to use. Just type over the grey text in each box and you are on your way to a great project! The blank Project Guide is only 9 pages long, however by the end of your work – it will be much longer than that! 1
  2. 2. Educational Context Where and how the project will be presented; by and with whom Unit name: India : A Land of Rich Diversity Project Title: Learning Is Fun Population addressed: This would be addressed to the Sixth Graders of The Sanskaar Valley School, Bhopal, India. I would have two and a half hours to spend with them every week. There are 23 kids in the class from varied and cosmopolitan background all of Indian origin. I am their Geography Teacher. Brief Project Description: This project would be taken up with our own school acting as the field study area to the children to understand the various facts and concepts of the unit “India: A Land of Rich Diversity”. Care would also be taken so as to integrate and inter link other subjects so that the students can explore their area of strength and make it an instrument to achieve the learning goals of the chapter. Sample surveys, questionnaires, poem writing, poster making, power point presentations, charts, stage management, map making, song and play writing and music composition are the various methods which the students would adopt to walk the path of achieving their learning goals. Context: This project would be implemented in a day boarding private urban school with children coming from cosmopolitan background and different learning abilities. The main constrain would be the time factor, with it (the school) being a day school and a residential school working with the kids during after school hours is ruled out. Rationale: Through this project the children could actually make use of the physical and human resource of the school to respect, learn and see the practical applicability of the various diverse facets of India like plant and animal life, different modes of transport, culture and environment. 2
  3. 3. Generative Topic: Engaging, appropriate, important India : A Land of Rich Diversity is the topic central and important to one or more disciplines? Yes very much so. It integrates subjects like English, Math, Science, Computer Applications, Art and Music. How is the topic engaging to you and your students (who may be adults), because of your/ their age, needs, passions, backgrounds, personal strengths and/or experiences? It would be extremely engaging to the students because they would see their own country unfold its mysteries before them and while on the project interactions with people whom they otherwise know would reveal so many unknown and interesting facts. Is the topic accessible through varied resources that are readily available? Yes it is accessible through library, interactions with people (sample surveys) and internet. Illustrate the connections to other topics in the discipline, to other disciplines, and/or to students’ non-school contexts English:-  Geographical vocabulary and its relevance to cultural descriptions.  Describing cultural differences and listening to descriptions.  Adjectives and nouns to describe  Names of flowers and animals  Descriptive words about beauty of flowers  Locational, directional and descriptive nouns  Reading maps and keys  Reading maps as a part of following a route  Writing as a part of map making  Handwriting as an important cartographic tool  Presentation and play writing Math 3
  4. 4. • Estimating size when describing physical/ human factors • Handling statistics from surveys • Measuring time and distance, counting, converting the percentages to degrees • Shape and plan view • Measuring down grids and coordinates • Area as a part of mapping work • Use of angles in mapping and showing direction on a map science  Physical features and the processes acting on them. Classifying features  Adaptations of plants and animals  Scientific processes, observation, analysis and recording  Life processes, green plants, flowers, animals as organisms  Habitats computer applications  Using graphics and ms word and excel to present work on various human culture  Logging and handling data collecting information  Using graphics to make pie charts and bar graphs  Power point presentation Art  Understanding what gives character to different places and cultures  Recognising visual elements like space, pattern, shape, line, and form in different architecturally important places  Preparation of charts  Pictorial depiction of the collected data  Drawing a sketch map of the school  Poster designing music  The musical culture and traditions of different places  Writing(composing), songs about birds and flowers and everything beautiful  Identification and appreciation of sounds of nature 4
  5. 5. Understanding Goals focus on “the essentials”: understanding of key concepts, processes, uses of, and/or genres in the subject matter Tell how your Understanding Goals focus on “the essentials”: understanding of key concepts, processes, uses of, and/or genres in the subject matter (often, but not always, as defined by national, state, or local “standards” and by teachers’ expertise). Are the goals explicit? How are the goals made public to the learners? Do they focus on key concepts, processes, and skills in the subject matter? Understanding Goals are not behavioral objectives; they define and focus exploration of the Generative Topic. Question Form Statement Form 5
  6. 6. 1.- Why does India have a lot of climatic diversity? 1.- Students will understand that the physical features of the earth’s surface have an effect on climatic conditions. 2.- What role does Geographic conditions have to play 2- Students will deepen their understanding that the in determining the natural vegetation of India? physical features of the earth affect the natural vegetation. 3.- How do the physical features of India play a role in 3.- Students will understand that the physical features the peoples’ lifestyle? of India contribute to the climate and vegetation of India and their lifestyles. 4.- 4.- 6
  7. 7. Entry Points Are different ways a teacher can approach a topic so that students, regardless of their unique blends of intelligences, experiences, and interests, can find pathways to becoming involved with disciplinary content. Imagine the topic of study as a room with several doorways --entry points-- through which to enter the room / topic. The narrative entry point allows access to a Read different stories of ancient India. topic using a story or narrative related to the Narrate stories of India’s new emerging face and achievements. concept The numerical/quantitative entry point • Estimating size when describing physical/ human factors employs quantitative methods to understand • Handling statistics from surveys the topic • Measuring time and distance, counting, converting the percentages to degrees • Shape and plan view • Measuring down grids and coordinates • Area as a part of mapping work • Use of angles in mapping and showing direction on a map The existential/foundational entry point What If…… considers the philosophical aspects of the India had a different Geographical location…. concept How would things have been different? The hands-on/experiential entry point • Map making invites an approach to a concept through • Play writing and presentation hands-on investigations • Converting maps • Measuring areas of different locations in the school • Nature walk 7
  8. 8. •Using graphics and ms word and excel to present work on various human culture • Logging and handling data collecting information • Using graphics to make pie charts and bar graphs • Power point presentation • Preparation of charts • Pictorial depiction of the collected data • Drawing a sketch map of the school • Poster designing • Sample Survey The social/interpersonal entry point allows • Sample Survey(Here they interview people of different regions of access to a topic through a social experience the country, noting down all the geographical and cultural specialties of the region the represent) • Group Work The logical entry point accesses a topic Sample Survey and its analysis in a group discussion. through logical reasoning, examining the logical relationships and implications of a topic and applying deductive reasoning processes The aesthetic entry point emphasizes sensory or surface features of the topic and Looking at the various picture clues provided and write your involves using learning strategies that appeal deductions about India’s landscape and its lifestyle. to learners who favor an artistic stance Target Understanding Performances UG # Show how the performances: • align with Understanding Goals • guide student exploration, appreciation and deepening understanding of Understanding Goals 8
  9. 9. • engage multiple modes of learning and forms of expression Include a sequence of activities that ramp up from where students begin, through: • Introductory performance(s) (in green) • Guided Inquiry performance(s) (in blue) • Culminating performance(s) (in yellow) UG 1, 2 AND 3 • The Children would be narrated stories about the various lifestyles of the people of India. People of different regions and how physical features, climate and natural vegetation plays an important role in determining these life styles. UG 1, 2 AND 3 They would be asked to conduct a sample survey on the various teachers and staffs and know about their regions and their lifestyles. They would be divided into 6 groups ie. Our School- A mini India; Plant and Animal life; Transport; Plan of the school; Environment. They would take help of a questionnaire which they would formulate with my help and then go about with it in discovering facts. They would interpret various physical, climatic, natural vegetation and human geography maps to make their understandings more thorough. UG 1, 2 AND 3 The children would then do a research using the resources available from the library and the internet to substantiate their findings. UG 1, 2 AND 3 • The children would then work on the different presentation forms like play, graphical representations, Power point presentation, Preparation of charts, Pictorial depiction of the collected data, Drawing a sketch map of the school and Poster 9
  10. 10. designing to get a first hand experience of their learning’s. Each of the group would be given all the above mentioned criteria’s through which they would sum up and showcase their learning’s. Show how the Understanding Performances work together to guide students towards the culminating Performances of Understanding. The culminating performance is when the students are able to interpret the various maps, draw inferences and present a play about their topic in the school assembly. Ongoing Assessments Align with goals and understanding performances, in that they support assessment of learners’ understanding of the understanding goals and document student performance How is assessment based on explicit and public criteria that relate to goals? Are there frequent assessments with a public rubric? Are there multiple sources of feedback – self, peer, teacher, other? How is assessment used to gauge progress and inform planning? Include example of Culminating Performance of Understanding. Include a scoring rubric or other documentation of how assessment criteria are presented and used. Include a list of things your students need to be able to do in order to succeed at this task. 10
  11. 11. RUBRICS FOR SCORING THE CULMINATING UNDERSTANDING PERFORMANCE MAXIMUM MARKS :- 25 11
  12. 12. relate conclusi on original aim. Simple and neat with correct placeme nt of reference s, acknowl edgemen ts, contents, maps and diagrams . Grade IV (2 marks) States intent without using relevant geograph ical 12
  13. 13. Documenting the DI Strategies used Specify which DI strategies you plan to use in the different stages of your project Remember the DI strategies included should be identified based on specific goals. Goal or reason for choosing DI Name of DI Strategy used If this is not a Strategy Where did you use the strategy? (UPs, OA, How did you adapt it to TFU element other) your situation? include a resource you would recommend to others who wanted to use this strategy(web site/ book / other) Readiness / Ability NARRATIVE ENTRY POINT Read different stories of 1. Activities for ancient India. Differentiated Narrate stories of India’s classroom new emerging face and - By achievements. G.H.Gregory and C.Chapman 2. Joyful Learning - By Paula Kluth Learning Profiles/Styles RUBRIC AND 2ND UP Gave 6 entry points to 1. Activities for meet different learning Differentiated Flexible Grouping styles and had flexible classroom Adjusting Questions groupings and modified - By questions according to G.H.Gregory and learning styles. C.Chapman 2. Joyful Learning 13
  14. 14. - By Paula Kluth Compacting Curriculum RUBRIC AND 3RD UP Made the curriculum 1. Activities for more comprehensive and Differentiated Peer Teaching took help of peer classroom Learning Contracts teaching and learning - By contracts to help achieve G.H.Gregory and the summing up of the C.Chapman content and achieve 2. Joyful understanding goals. Learning - By Paula Kluth 14

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