DI Valemount/McBride

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  • <number>
    Most of our students do not see marks as a motivator. So, why do we continue to think this will encourage them to try?
  • Potential as incremental and not static
    Bloom’s/ MI
  • Ability is seen as progressive and not as static
  • Feedback - responding to your questions - will address this but anything new takes time to learn
    Efficiency - time used productively
    Habits we have developed
  • Class profiles
  • Does it matter what we teach or is it what is learned that matters?
    3 legs of the stool
  • Helps us know where, how, and why we are teaching what we are.
  • Spend most time on Process
  • Barbara
    Point out that assessment is ongoing - assessment for learning/assessment of learning
    Also that the product must match the learning intentions, and that it should be something they’ve had practice with
  • Not realistic for every summative piece, but our marks book should reflect the diversity of the skill set outlined in the curriculum PLOs.
  • Content - less options here as there are curriculum standards but we can create varying pathways in
  • Imperative we know what exactly it is we are teaching - PLO not textbook or neighbour’s binder
    Show them Auto-Summarize from Word
  • This is where we have the most potential to impact student learning.
  • Planning takes time but saves time
  • Handout of text structure
  • Sc8 PLOS targeted with 1 lesson - A3, A4, A5, A6, A7 (?) & B4
  • Link to Bloom’s Taxonomy
  • Our best differentiation then is in how we teach the Content and create opportunities for students to make meaning. Paying attention to the structure of the text and/or the thinking skills needed to access the content, will help us structure our instructional approach.
  • How have I varied my approach to take in different learning styles?
  • Image of highway symbolizes multiple pathways into the content but all moving along the main one eventually.
    Needs judgment to be inquiry. No right/wrong, defensable
  • Hand out 2 sided GO
    Note the change to Main Idea & Supporting Details - use Text features
  • Be sure to link this with end point - setting up to answer question
  • Grade 6 reading level - Lexile scale of 860 - same content
    Can find more difficult text too - EBSCO, World Book, etc…
  • Think Pair Share
  • Handout GO on Gos & Thinking
  • Ticket out
  • DI Valemount/McBride

    1. 1. The Art & Science of Differentiated Instruction: Secondary Diane Graves Secondary Teacher Consultant SD38 dgraves@sd38.bc.ca
    2. 2. Learning Intentions Recognize and build upon the ways we are already responding to the diversity in our classrooms Increase our skills with lesson design that takes into account our students, the content, and the skills needed to access the content
    3. 3. What motivates our kids? http://www.youtube.com Daniel Pink After viewing this, turn to a partner and share something that stood out for you. “Say Something” How might this relate to our classes?
    4. 4. Fear of failure can only motivate students who have a pattern of success. Charlotte Danielson, 2002
    5. 5. Where does ‘intrinsic motivation’ come from? Self efficacy Believing in yourself as a learner Effective Feedback and the chance to act upon it ‘Locus of control’ Having some control over factors that influence your success Intrinsic Motivation Achievement
    6. 6. Anticipation Guide: Differentiation is… Agree/Disagree A different lesson plan for every student The resource teacher’s responsibility Lower expectations for student outcomes More work for staff Is a mindset not a procedure flexible groupings Requires the teacher to know their students and their content Is a proven method for increasing student performance Done on the spot Only for kids with IEPs.
    7. 7. Differentiated Instruction is… An approach to teaching and learning that gives students multiple options: For taking in information For making sense of ideas For presenting ideas For being evaluated on their learning
    8. 8. Readiness Interests Learning Profile Keeping in Mind Students'...
    9. 9. Readiness the complexity of thinking skills required, or the background knowledge available. not constant across the curriculum determined by diagnostic or formative assessments, pretests, KWL charts, etc…
    10. 10. Interests what the student is interested in if students’ interests are considered, there will be greater motivation and self- direction can be determined by interest inventories, and by including students in the planning process.
    11. 11. Learning Profile learning modalities or environmental preferences can be determined by surveys of multiple intelligences, visual/auditory/kinesthetic modalities, environmental preferences (noise, lighting, seating, grouping, etc.)
    12. 12. How do we Know? Pre-assessments -Assessment for Learning (AFL) Bloom’s Taxonomy Multiple Intelligence Class Profiles - not individual student ones
    13. 13. Teaching Assessing Learning Latin root ofLatin root of assessmentassessment is “assidere,” meaning tois “assidere,” meaning to “sit beside.”“sit beside.”
    14. 14. We need to begin with the end in mind. Otherwise we & our students can get lost along the way.
    15. 15. Content Product Process Teachers can differentiate...
    16. 16. Product On your own, reflect on your summative assessment practices (Assessment of Learning): What are the varying ways you grade your students learning? Do you give student’s choice in how they represent their learning? Do you have a “default” method: essay, lab report, test, etc…? Does your summative piece align with your learning intentions for that lesson/unit?
    17. 17. Product The evidence of learning There are many ways for students to “show what they know” Not all products need be summative Choices may be offered in: • Various types of formative/summative assessments, with corresponding rubrics • Test-taking accommodations
    18. 18. Examples of differentiating product: student choice of mode of demonstrating learning varied rubrics for different products Graphic Organizer to support thinking tiered assignments for summative assessment adapting test-taking (allow for scribes, readers, larger fonts, fewer questions, etc.) inquiry assignments, independent study
    19. 19. Triangulation of Data: Classroom Assessment Valid & Reliable Picture of Student Achievement Performance task Oral defense/ conference Written test data
    20. 20. “Making choices is like lifting weights. The more frequently students choose from a group of options the thicker their ‘responsibility muscles’ become.” Multiple Intelligences in the Classroom Thomas Armstrong
    21. 21. Pause & Reflect What can I let go of? BeWhat can I let go of? Be specific:specific: Activities, marking, etc…Activities, marking, etc…
    22. 22. Hopefully we aren’t feeling this way… http://www.youtube.com
    23. 23. Accessing the Content
    24. 24. Content Curriculum Standards & Content: Knowledge, Skill or Concept?  Varying Text Levels - Data bases like EBSCO & World Book - easier or more challenging  Pacing - Slow Learning = Deep Learning  Arc (Set BC)  Kurzweil ($$$)  Word Tools for Reading: Auto- Summarize  Adobe (pdf) Tools for Reading: Text to Speech  Digital Text Book (Adobe Product)  Online Tutors  Online Oral readings
    25. 25. Process
    26. 26. Instructional Design  Pre-Learning  Anticipation Sets  Accessing Background Knowledge  During Learning  Process, Discuss  Application  Built upon Gradual Release  Post Learning  Personalize & Transform
    27. 27. Purposeful linking of text structure and/or thinking skills with Instructional approach.
    28. 28. Time to Practice Science 8 curriculum - lesson sequencing example Linking text structure, thinking skills and content with instructional approach
    29. 29. Overriding Questions How can I support those students who may struggle with reading and/or organizing their thinking? How can I engage those students who are above grade level?
    30. 30. Teacher Planning for Learning from Text End goal is to have students understand the relationship between what is a threat to our Immune System and how it protects us. Cause & Effect Text Structure Verbal & Graphic Organizers to support comprehension & thinking
    31. 31. Deductive and Inductive Thinking/Reasoning/Logic  In order to differentiate, I need to understand the skills needed to learn the content so that I can scaffold student learning. General To Specific Specific to Broader Deductive Inductive
    32. 32. Bloom’s & Processing Skills
    33. 33. Accessing Background Knowledge - Connecting Talk to a neighbour.  What do you see?  What might these 2 images have in common with each other?  How might they be connected to what we could study in Science?
    34. 34. What do these have in common? Destroy Blood Pus Vertebrates Fluid Inflammation Invaders Defenses Mucus cancer What do you think we will be studying next?
    35. 35. Our Immune System is an intricate weave o defense mechanisms. What is the most effective/important component in this system?
    36. 36. Instructional Design During Stage - Gradual Release Knowledge - connect to personal experience to uncover Skills - use graphic organizer to scaffold Inductive thinking and comprehension of text Concept - Immune System
    37. 37. Strategies implemented to support student learning Fish Bone - Cause & Effect text and concept structure Read Aloud - C&E, Key Ideas & supporting details partner work to practice - Ping Pong Independent practice with feedback - Ping Pong
    38. 38. Product - Answer Inquiry question using Fishbone, Mind Map or a Concept Map compacting the curriculum for students who have mastered the concepts Establish criteria with class Need to have taught these before you use them with new content and/or evaluate it summatively.
    39. 39. Extension Activity Using either a Fishbone, Mind or Concept Map Graphic Organizer, indicate all the components. Indicate in your organization what are strengths and what are weaknesses. Indicate hierarchy amongst the 2 categories
    40. 40. “Too often, educational tests, grades and report cards are treated by teachers as autopsies when they should be viewed as physicals.” Douglas Reeves, 2002
    41. 41. Applying To your Personal Practice
    42. 42. Graphic Organizer Samples & Rubrics Take a few minutes to look at some of the student samples. How do Graphic Organizers allow for student choice, differentiation, and addressing diverse multiple intelligences? How might you use Graphic Organizers in your own practice to support student learning?
    43. 43. Criteria Ping-Pong QuickTime™ and a decompressor are needed to see this picture. 1. Introduce using a task students are familiar with. Post criteria to remind students what is important. 2. Explain the purpose of Criteria Ping-Pong - “Your brain can do a better job when it gets useful and immediate information. I’m going to walk around and tell you what I notice you are doing. I will say one thing and then you will say another thing that you have done. We go back and forth. 3. Read criteria to the class and then as they work, play “criteria ping- pong” with as many as you can. 4. Reread criteria to students who are having trouble starting - ask them to identify one thing for you to see when you return to play “criteria ping-pong”.
    44. 44. Before & After Traffic LightsBefore & After Traffic Lights ScienceScience 8 QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. AfterCan do statementsBefore I can explain what threatens Our Immune System I can identify & describe the 2 Levels of defense I can tell others what causes Pus to form. Comments:
    45. 45. Highlight and Hand InHighlight and Hand In QuickTime™ and a decompressor are needed to see this pictur Explain purpose of the self-assessment - essential part of being an effective learner. Demonstrate activity using a task students are familiar with and have criteria for. Display an anonymous sample of work on an overhead projector. Use a highlighter or pen to circle specific evidence where it has met criteria. Think aloud as you do this! Ask students to highlight evidence of meeting criteria on their work (first drafts). Ask them to make any additions or changes at any time during “highlight” and “hand-in”. Invite them to share any changes they have made. Have students hand in work. Assess work in relation to agreed upon criteria by placing a check mark in the column: Met or Not Yet Met.
    46. 46. Resources
    47. 47. “The real voyage of discovery consists not in seeking new landscapes but in having new eyes.” Marcel Proust

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