Differentiation <ul><li>If a teacher keeps using the same strategies and the student keeps failing – who really is the slo...
<ul><li>If the only tool you have </li></ul><ul><li>is a hammer, you treat </li></ul><ul><li>everything like a nail! </li>...
If students can’t learn the way we teach them, we must teach them the way they learn! Facing the Fact:
Key Questions <ul><li>What is it we expect our students to learn? </li></ul><ul><li>How will we know when they have learne...
Learning  vs   Teaching As teachers you must remind yourself to focus on. . .
We use formative assessments  frequently  throughout the course to assess  small  portions of the course each time. How wi...
Doug Reeves said. . .  “Formative assessments are like a physical examination while summative assessments are comparable t...
<ul><li>We want to perform the biopsy, not the autopsy.  Before it’s too late! </li></ul>
It may also be necessary to reassess a skill that was widely deficient on a previous formative assessment to determine whe...
Assess a few key concepts frequently rather than many concepts infrequently. Good formative assessments shift the focus fr...
Formative assessments  should : <ul><li>Identify students who need additional time and support for learning. </li></ul><ul...
QUESTIONS: <ul><li>How do teachers typically respond when students don’t learn? </li></ul><ul><li>How do teaches typically...
<ul><li>Every Student is Different! </li></ul>
<ul><li>Let’s Get Ready to Move! </li></ul>
1 C 2 R 3 S 4 R 5 C 6 R 7 S 8 C 9 R 10 S 11 R 12 C 13 R 14 S 15 C
1 C 2 r 3 S 4 R 5 c 6 R 7 S 8 C 9 R 10 s 11 R 12 C 13 R 14 S 15 c
1 C, 2 r 3 S 4 R, 5 c 6 R, 7 S, 8 C 9 R, 10 s 11 R 12 C, 13 R 14 S, 15 c
Being Aware of Multiple Intelligences is Key to Differentiating Instruction <ul><li>The theory of multiple intelligences w...
M.I. <ul><li>Let’s Try Some Activities </li></ul>
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Differentiation pp

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Differentiated Instruction

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  • When you hammer a nail into the wood, if you keep banging after the nail has become flush with the surrounding wood, you will bruise the wood. If we consistently use the same instructional methodologies with our students, we can bruise the students.
  • Spend some time here discussing how this changes the paradigm of how we learned in school. When we didn’t understand something, most likely our teachers determined that we “couldn’t” or that we “wouldn’t” learn the material. Now, with brain research and educational advances in how we understand the learning process, we know there are a variety of ways that material can be presented for understanding.
  • HEADS TOGETHER – MEETINGS – ASSESSMENTS (sl) MORE YES – MORE FOCUSED CONVERSATION – HOW CAN WE HELP – LOUD BUZZ – MORE INFORMED – DISAGREEMENTS (fl) CONFLICT
  • Differentiation pp

    1. 1. Differentiation <ul><li>If a teacher keeps using the same strategies and the student keeps failing – who really is the slow learner? </li></ul>
    2. 2. <ul><li>If the only tool you have </li></ul><ul><li>is a hammer, you treat </li></ul><ul><li>everything like a nail! </li></ul>
    3. 3. If students can’t learn the way we teach them, we must teach them the way they learn! Facing the Fact:
    4. 4. Key Questions <ul><li>What is it we expect our students to learn? </li></ul><ul><li>How will we know when they have learned it? </li></ul><ul><li>How will we respond when they don’t learn? </li></ul><ul><li>How will we respond when they already know it? </li></ul><ul><li>How will we improve our instructional practice based upon their learning results? </li></ul>
    5. 5. Learning vs Teaching As teachers you must remind yourself to focus on. . .
    6. 6. We use formative assessments frequently throughout the course to assess small portions of the course each time. How will we know when they have learned it?
    7. 7. Doug Reeves said. . . “Formative assessments are like a physical examination while summative assessments are comparable to an autopsy.”
    8. 8. <ul><li>We want to perform the biopsy, not the autopsy. Before it’s too late! </li></ul>
    9. 9. It may also be necessary to reassess a skill that was widely deficient on a previous formative assessment to determine whether or not your interventions have been effective. Frequent monitoring of student learning is an essential element of effective teaching.
    10. 10. Assess a few key concepts frequently rather than many concepts infrequently. Good formative assessments shift the focus from teaching to learning.
    11. 11. Formative assessments should : <ul><li>Identify students who need additional time and support for learning. </li></ul><ul><li>Motivate us to provide that time and support in our course. </li></ul><ul><li>Drive us to give students another opportunity to demonstrate their learning after the intervention. </li></ul>
    12. 12. QUESTIONS: <ul><li>How do teachers typically respond when students don’t learn? </li></ul><ul><li>How do teaches typically respond when students already know the material? </li></ul>
    13. 13. <ul><li>Every Student is Different! </li></ul>
    14. 14. <ul><li>Let’s Get Ready to Move! </li></ul>
    15. 15. 1 C 2 R 3 S 4 R 5 C 6 R 7 S 8 C 9 R 10 S 11 R 12 C 13 R 14 S 15 C
    16. 16. 1 C 2 r 3 S 4 R 5 c 6 R 7 S 8 C 9 R 10 s 11 R 12 C 13 R 14 S 15 c
    17. 17. 1 C, 2 r 3 S 4 R, 5 c 6 R, 7 S, 8 C 9 R, 10 s 11 R 12 C, 13 R 14 S, 15 c
    18. 18. Being Aware of Multiple Intelligences is Key to Differentiating Instruction <ul><li>The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: </li></ul><ul><li>Linguistic intelligence (&quot;word smart&quot;) </li></ul><ul><li>Logical-mathematical intelligence (&quot;number/reasoning smart&quot;) </li></ul><ul><li>Spatial intelligence (&quot;picture smart&quot;) </li></ul><ul><li>Bodily-Kinesthetic intelligence (&quot;body smart&quot;) </li></ul><ul><li>Musical intelligence (&quot;music smart&quot;) </li></ul><ul><li>Interpersonal intelligence (&quot;people smart&quot;) Intrapersonal intelligence (&quot;self smart&quot;) </li></ul><ul><li>Naturalist intelligence (&quot;nature smart&quot;) </li></ul>
    19. 19. M.I. <ul><li>Let’s Try Some Activities </li></ul>

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