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Differentiated Instruction

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Differentiated Instruction

  1. 1. Great Minds Don’t Think Alike! Differentiated Instruction in Plain English Glenn Wiebe glennw@essdack.org ©2008
  2. 2. 75 minutes!? Are you kidding me?
  3. 3. Are you a cat herder? Or cat owner?
  4. 4. Your walk- aways?
  5. 5. Effective teachers focus on both content and students
  6. 6. It’s not an “add-on,” it’s a build-on
  7. 7. “Thinking about Two Kinds of Classes” Complete the first column Share / explain to an elbow partner
  8. 8. “Empty vessel” / differences equal Student problems Teacher Provides the answers Time Fixed Curriculum Mastery of facts Whole class, single pace & only Instruction summative assessments
  9. 9. Using your non-dominant hand: Write your name at the bottom left corner Recreate the following image from memory
  10. 10. You’ve got 30 seconds
  11. 11. How’d ya do?
  12. 12. Using your non-dominant hand, write the following number from memory
  13. 13. 17766024365911
  14. 14. You’ve got 30 seconds
  15. 15. “Currently, students are required to adapt . . . to the prevalent teaching practices, instructional materials and assessment instruments. Those who can’t adapt are viewed as being deficient in their ability to learn.” Marie Carbo, Educating Everybody’s Children
  16. 16. Let’s try again but use your dominant hand and think of . . .
  17. 17. Declaration of Independence
  18. 18. Minutes / hours / days
  19. 19. Emergencies
  20. 20. • Declaration of Independence • Minutes / hours / days • Emergencies
  21. 21. • Declaration of Independence • Minutes / hours / days • Emergencies
  22. 22. • Declaration of Independence • Minutes / hours / days • Emergencies
  23. 23. 1776 60-24-365 911
  24. 24. How’d ya do?
  25. 25. DI is not . . .
  26. 26. just another way to group kids
  27. 27. just another way to group kids expecting less of struggling learners
  28. 28. just another way to group kids expecting less of struggling learners a substitute for specialized services
  29. 29. just another way to group kids expecting less of struggling learners a substitute for specialized services chaotic
  30. 30. just another way to group kids expecting less of struggling learners a substitute for specialized services chaotic new
  31. 31. just another way to group kids expecting less of struggling learners a substitute for specialized services chaotic new just one more thing
  32. 32. . . . one size fits all
  33. 33. DI is . . .
  34. 34. different styles of content, process, product
  35. 35. different styles of content, process, product respectful of all learners
  36. 36. different styles of content, process, product respectful of all learners proactive
  37. 37. different styles of content, process, product respectful of all learners proactive a blend of whole class, small group, and individual instruction
  38. 38. different styles of content, process, product respectful of all learners proactive a blend of whole class, small group, and individual instruction focused on students
  39. 39. the foundation of your “house”
  40. 40. Definition?
  41. 41. Definition? “A flexible approach to teaching in which the teacher plans and carries out varied approaches to content, process, and product in anticipation of and in response to student differences in readiness, interests, and learning needs” Carol Ann Tomlinson
  42. 42. Ya got something simpler!?
  43. 43. “. . . an appropriate teacher response to learners’ needs.”
  44. 44. So . . . make connections between the content and students’ human needs
  45. 45. The opposite? “You can have any color you want . . . ”
  46. 46. . . . as long as it’s black.” Henry Ford
  47. 47. Underlying assumptions?
  48. 48. Accommodating multiple learning needs within regular units
  49. 49. Accommodating multiple learning needs within regular units Safe classrooms in which students feel valued
  50. 50. Accommodating multiple learning needs within regular units Safe classrooms in which students feel valued No “fuzzy” curriculum or busy work
  51. 51. Multiple forms of assessment
  52. 52. Multiple forms of assessment Flexible grouping
  53. 53. Multiple forms of assessment Flexible grouping No silver bullets
  54. 54. So what’s it look like?
  55. 55. Content • Multiple options for delivering appropriate information Process • Multiple options for making sense of that information Product • Multiple options for expressing what students know
  56. 56. Excuse me?
  57. 57. • Stuff you want kids to understand • Ways a kid messes with stuff • Ways kids prove they know your stuff
  58. 58. Can ya’ be more specific?
  59. 59. Options for flexible use What looks familiar? Or “doable?”
  60. 60. Adapt content • Different starting points for different kids • Varied resources / multimedia / integrate technology • Exit cards
  61. 61. Adapt process • Tiered assignments by “readiness” • Flexible grouping • Graphic organizers • Modify environment / allow movement
  62. 62. Provide “fidgets”
  63. 63. Paper clips Painter’s tape Pipe cleaners Stress balls Fake grass under desks
  64. 64. Lava lamp Fish tank Mobile
  65. 65. People maps / molecules / systems
  66. 66. People maps / molecules / systems Quiet zone
  67. 67. People maps / molecules / systems Quiet zone Rocking chair
  68. 68. Adapt product • Culminating performance tasks • RAFTs / WebQuests • Varied assessment types • Encourage choices
  69. 69. What does all this really mean?
  70. 70. Know your kids!
  71. 71. “The biggest mistake . . . in teaching has been to treat all children as if they are variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.” Howard Gardner
  72. 72. Who’s the smart one?
  73. 73. William Shakespeare Stephen King Oprah Winfrey GreenDay Steven Hawkins Dixie Chicks Jacques Cousteau Frank Lloyd Wright Mahatma Gandhi Albert Einstein Tiger Woods John Elway Martin Luther King, Jr. Pablo Picasso Forrest Gump George Washington Carver
  74. 74. How are kids different?
  75. 75. • Biology • Privilege • Position for learning • Preferences
  76. 76. Three low prep strategies • Ask for exit cards • Use graphic organizers • Use fidgets
  77. 77. One high prep strategy • Use tiered assignments
  78. 78. More resources? Browse to: • www.socialstudiescentral.com/?q=DI
  79. 79. “Thinking About Two Kinds of Classes” • Complete the right column
  80. 80. “Problem solver” / differences are Student the basis for planning Teacher Provides the questions Time Related to student needs Curriculum Mastery of ideas Varied structure, varied pace, Instruction multiple assessment types
  81. 81. “Our task is not to provide an education for the kind of kids we used to have, or want to have, or the kind that exists in our dreams.
  82. 82. Our task is to provide an education for the kind of kids we do have.” Mary Kay Utecht
  83. 83. Glenn Wiebe glennw@essdack.org www.socialstudiescentral.com Tech integration questions? Social studies issues? I would love to hear from you! View other presentations at: slideshare.net/glennw98

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