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- 1. DIFFERENTIATIONREVIEWPrepared & Presented byLT’s Piece 4 Differentiation Teacher Leader TeamJanuary 7, 2013
- 2. OBJECTIVES:I will be able to: Define differentiation (K) Identify where differentiation fits in the PLC Cycle (D) Define and characterize the three types of differentiation (K) Distinguish examples of differentiation from non- examples (D) Know what constitutes the K, U, and D (K) Explain the purpose of a KUD statement (D)
- 3. AGENDA: Define differentiation Mini-Lecture: Identify where differentiation fits in the PLC Review of Cycle Differentiation Define and characterize the three types of differentiation Table Game: Distinguish examples of differentiationIs it Differentiation or from non-examples Is It Not?Mini- Lecture Cont: Explain what constitutes the K, U, and D Review of Differentiation Explain the purpose of a KUD statement Review Game: Things Associated Review presentation objectives with…
- 4. DIFFERENTIATION IS…“A systematicapproach to planning Essential Outcomecurriculum and Summative Instruction Assessmentinstruction foracademically diverse Where doeslearners” that Data differentiation fitprovides students of Collection & Analysis in the PLC Formative Assessmentdifferent abilities, Cycle?interests, or learningneeds equally Differentiated Instr.: Data Intervention & Collection &appropriate ways to Enrichment Analysis SMARTlearn. Goals(Tomlinson & Strickland, p.7).
- 5. DIFFERENTIATION IS… What it is:Meeting kids where they are… not where wewish they would beTeaching with variance in mindResponsive teaching rather than one-size-fits-all teaching“Providing student multiple options for makingsense of information” Chart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.
- 6. THREE TYPES OF DIFFERENTIATIONINTEREST “What a student enjoys learning about, thinking about, and doing” (Tomlinson & Strickland, p.6)LEARNING “A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).PROFILEREADINESS “Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).
- 7. WHEN WE DIFFERENTIATE FOR INTEREST, WE:Engage students in WAYS TO DIFFERENTIATE BY INTEREST:their interest, which •“Provide materials to encourageincreases the future exploration of topics of interestlikelihood and speed of •Use student questions & topics tolearning. guide lectures, materials selection, examples, & illustrations •Encourage students to design orPositively “impact a participate in the design of some tasksstudent’s readiness to •Allow students to specialize inlearn too.” aspects of a topic they find interesting and share findings with others” (Strickland, p.1, 2012)
- 8. WHEN WE DIFFERENTIATE FOR LEARNING PROFILE, WE:Collect data about WAYS TO DIFFERENTIATE BYstudent learning LEARNING PROFILE:preferences … •Create different activities (aligned to the same KUD) that allow students to process or makein order to sense of the unit information“provide studentsdifferent ways to work or •Create different product optionslearn”… for students to demonstrate what they learned “simultaneously, rather •Allow students to work alone orthan waiting for their turn with a partnerin the learning profile“rotation”.” (Strickland, p.30, 2012)
- 9. WHEN WE DIFFERENTIATE FOR READINESS, WE:“Accept readiness is WAYS TO DIFFERENTIATE BYnot a fixed factor”… READINESS: •Tiered Tasksand scaffold studentexperiences to provide •Small Group Instructionthem withinformation and workthat is challenging…in order to“maximize studentgrowth” (Strickland, p.51-52, 2012)
- 10. GAME: IS IT DIFFERENTIATION OR IS IT NOT?DIRECTIONS:1) Find a group of three Yes No2) Read the scenario on each label.3) Determine whether each label is or is not an example of differentiation.4) If the label: • is an example of differentiation, place the label on the left side of your construction paper • is not an example of differentiation, place the label on the right side of your construction paper
- 11. 5 PRINCIPLES OFDIFFERENTIATED INSTRUCTION: Quality Curriculum Quality Tasks Respectful Community Continual Assessment Flexible Grouping (Tomlinson & Strickland, p. 16-17, 2005.)
- 12. A HIGH QUALITY CURRICULUM… Has clear learning goals for students that Essential Outcome articulate what ALL Summative Instruction students are expected to Assessment Know, Understand, and Do Data Formative Collection Assessment & Analysis At LTHS this is articulated through our: Enduring Differentiated Data Understandings (U) Instr.: Intervention & Enrichment Collection & Analysis and Essential Outcomes SMART Goals ( K & D)
- 13. KUD STATEMENT…• When differentiating, it is the KUD statement that ensures: the learning goal is clear and consistent all students are led to the same end result or outcome regardless of the type of differentiation that is employed and regardless of the specific task or activity they are completing all students receive the same key learnings (KUD)
- 14. KUD STATEMENT… K U DKNOW UNDERSTAND DOLT’s Essential LT’s Enduring LT’s Essential Outcomes Understandings Outcomes Big Ideas Knowledge (that frame the Skills details)Facts, People,Dates, Places, Generalizations Outcomes Definitions Includes things you wantCan begin with I want students to students to be able to do “know how” understand that… after they complete your class (Strickland, 2011, p.15)
- 15. GAME: THINGS ASSOCIATED WITH DIFFERENTIATIONDIRECTIONS: Find a partner One person must act as the “guesser” Turn your chair away from the screen Do not look at the screen or read the terms on the screen The other person will describe each term to the “guesser” in an effort to get the “guesser” to list every term on the screen You may not say the words on the screen Once the “guesser” says all the words on the screen raise your hand The first team done has won the game
- 16. GAME: THINGS ASSOCIATED WITH DIFFERENTIATIONTERMS THAT MUST BE SAID BY THE GUESSER: PLC Cycle Learning Profile KUD Statement Interest Quality Curriculum Flexible Grouping Readiness Respectful Community Continuous Assessment Quality Task
- 17. REFERENCESMcTighe, J. & Wiggins, G. (2006). Understanding by design, 2nd ed. Alexandria, Virginia: ASCD.Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia.Strickland, C.A. (2012). Strategies for respectful differentiation. ASCD: Alexandria, Virginia.Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia.(2012). LTHS professional learning communities glossary. LTHS: LaGrange, IL.
- 18. WHAT’S NEXT?
- 19. AGENDA FOR THE DAY… SESSSION TITLE TIMEOpening Session Opening Session 7:45-8:15amSession I: Differentiation Review 8:20-9:00amSession II: Choice Session 9:10-10:00am Concerning DifferentiationSession III: Choice Session 10:10-11:00am Concerning DifferentiationSession IV: Applying Information in 11:10-12:00pm Your PLCLUNCH Provided for all faculty In 12:00-12:50pm NC CafeteriaDivision Meeting Division Meeting 1:00-3:00pm
- 20. IN MARCH… On March 11, 2013, each PLC Team will present the following information in our division meeting: Explanation of the differentiated lesson, project, activity/task Type of differentiation Summary of the lesson, project, or activity Success experienced Challenges experienced Next steps concerning differentiation
- 21. IN A MOMENT… You will get into PLC groups: Please share the sessions you will attend for the day Identify information you would like to obtain so that you can use your time when we return to work in PLCs at 11:10am Use any remaining time (up until 9:00am) to plan your differentiated task/lesson
- 22. SEE YOU BACK HERE AT 11:10amTO WORK IN YOUR PLCs

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