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Content, Process, And Product


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Content, Process, And Product

  1. 1. Content, Process AND Product?! Oh My! Calcasieu Parish Schools How to differentiate your instruction without a wizard
  2. 2. <ul><li>To describe differentiated components and classroom implementation. </li></ul><ul><li>To demonstrate steps of differentiating a unit (content, process, product) and provide classroom examples. </li></ul><ul><li>To model a math lesson where process is differentiated. </li></ul>Today's Objectives:
  3. 3. Gregory, G.H. (2002). Differentiated Instructional Strategies: One Size Doesn’t Fit All <ul><li>They don’t all learn the same thing in the same way on the same day. </li></ul><ul><li>As in clothing, “one size doesn’t fit all,” so in classrooms, </li></ul>One Way is Not the Way.
  4. 4. We're not in Kansas anymore!
  5. 5. <ul><li>Reaches the needs of diverse learners in today’s classrooms. </li></ul><ul><li>Gives a variety of options for teachers and students. </li></ul><ul><li>Meets learners where they are. </li></ul>What is Differentiated Instruction?
  6. 6. Teachers can differentiate… <ul><li>Content </li></ul><ul><li>What we teach and how we give access to the ideas that matter. </li></ul><ul><li>Process </li></ul><ul><li>How students come to understand and “own” the knowledge, understanding, and skills essential to a topic. </li></ul><ul><li>Product </li></ul><ul><li>How a student demonstrates what he or she has come to know, understand, and be able to do as a result of a unit of study. </li></ul>
  7. 7. When teachers differentiate, they do so in response to a students’. . . <ul><li>Readiness </li></ul><ul><li>Interest </li></ul><ul><li>Learning profile </li></ul>A teacher may differentiate based on any one of these factors or any combination of factors.
  8. 9. How do teachers make it all work? <ul><li>Model respect </li></ul><ul><li>Help students to appreciate differences. </li></ul><ul><li>Provide structures that support success. </li></ul><ul><li>Coach students to work for their personal best. </li></ul><ul><li>Celebrate growth. </li></ul>Build a positive learning environment! 1.
  9. 10. How do teachers make it all work? <ul><li>Anchor activity </li></ul><ul><li>Add one activity to the anchor </li></ul><ul><li>Differentiate a small block of time. </li></ul><ul><li>Start with ONE class! </li></ul>Start small! 2.
  10. 11. How do teachers make it all work? <ul><li>Take notes on what works and what doesn’t for which learners. </li></ul><ul><li>Try creating one differentiated lesson per unit. </li></ul><ul><li>Differentiate one product per semester. </li></ul><ul><li>Find multiple resources that support your curriculum. </li></ul>Grow slowly—but grow! 3.
  11. 12. Flexible Grouping
  12. 13. Classroom management that supports flexible teaching: <ul><li>Use visual cues </li></ul><ul><li>Pre-establish groups </li></ul><ul><li>Track work completion </li></ul>Direct instruction with the teacher Self-guided activity Direct instruction at beginning of lesson, then practice independently
  13. 14. Process
  14. 15. Activity Learning Log Name of Activity (circle one): Tiles activity Equation activity Garden problem Questions or “Stuck” Points Answers or “AHA’s”
  15. 16. Differentiating Content
  16. 17. Computation Stations The Teaching Place Proof Place Practice Plaza Project Place
  17. 19. <ul><li>Administer unit pre-test and use results to drive instruction. </li></ul><ul><li>Students write a learning contract. </li></ul><ul><li>Use flexible learning groups and track interventions in student folders. </li></ul><ul><li>Track student progress through formative assessments. </li></ul><ul><li>Administer unit post-test. </li></ul><ul><li>Track student mastery of GLE’s. </li></ul>Differentiating Process STEPS
  18. 20. 45% GLE #33: Graphing on Coordinate Grid GLE #31: Pythagorean Theorem GLE #26: Dilations <ul><li>After-school tutoring. </li></ul><ul><li>Do all my homework. </li></ul><ul><li>Ask questions when I don’t understand. </li></ul><ul><li>Don’t miss school. </li></ul>Textbook Resources Other resources that support curriculum
  19. 21. EXAMPLE
  20. 22. EXAMPLE
  21. 24. Students track how they are progressing towards mastery of weak GLE’s identified by the unit pre-test.
  22. 25. Use results from unit post-test to track GLE mastery. 10/14 10/14 10/14 10/14
  23. 26. <ul><li>Contain a variety of activities that demonstrates mastery of a concept. </li></ul><ul><li>Options based on Bloom’s taxonomy and/or learning style. </li></ul>Differentiating Product Choice Boards
  24. 27. Directions: You will choose activities from this menu worth 2, 5 or 8 points for a total of 20 points to earn a 100%. The 20 points will be comprised of one mandatory 5 point assignment and your choice of THREE other assignments which TOTAL 15 points. Grading Scale: A = 19-20 points B = 18 points C = 16-17 points D = 14-15 points U = Below 13 points Thanks for deriving with us! the cafe
  25. 28. <ul><li>Mandatory Model (Choose from parallelogram, triangle, trapezoid or circle) </li></ul><ul><li>Show how the figure you chose is related to the area of a rectangle using a model and a mathematical explanation which supports your model. (5 points) </li></ul><ul><li>Choose THREE activities from the rest of the menu. The activities must total a minimum of 15 points. Place a checkmark next to each box to show which activities you will complete. </li></ul><ul><li>Knowledge & Comprehension </li></ul><ul><li>Explain and draw a picture to illustrate how to find the area and perimeter of your figure using real-world examples in your explanation. </li></ul><ul><li>For a square, a non-square rectangle, and a circle: a) suppose each encloses a region with area 100 cm 2 . Order these figures from least to greatest perimeter showing all work ; b) suppose each has perimeter of 100 cm. Order these figures from least to greatest area showing all work </li></ul><ul><li>Application & Analysis </li></ul><ul><li>Write a situation problem involving the area and perimeter of your figure. Then solve your problem by showing the mathematical processes used to solve it and by sketching a diagram which includes the dimensions. </li></ul><ul><li>Draw a landscape design using three figures (features). Label the dimensions of each figure in the design, and calculate the area and perimeter for each feature. </li></ul><ul><li>Measure the dimensions of one room of your house and sketch on grid paper using a scale where 1 unit represents 1 foot. Calculate the amount and cost needed to carpet or tile the floor, and to trim the floor and ceiling with molding . Be sure to include the sale ads used to determine cost. </li></ul><ul><li>Synthesis & Evaluation </li></ul><ul><li>Create a composite figure using your figure, another one and part of a circle. Draw the figure and label all dimensions. Shade and identify the components that make up the figure and calculate the area and perimeter of the composite figure. </li></ul><ul><li>Design an area & perimeter “Tic-tac-toe” or “Bingo” game from all figures using situation problems or drawings as questions. </li></ul>2 points 8 points 5 points the cafe
  26. 29. MODEL LESSON Let's try it GLE’s Addressed: #11 Translate real-life situations that can be modeled by linear or exponential relationships to algebraic expressions and equations (A-1-M) (A-4-M) (A-5-M) #13 Switch between functions represented as tables, equations, graphs, and verbal representations. (A-3-M) (P-2-M) (A-4-M) #14 Construct a table of x- and y-values satisfying a linear equation and construct a graph of the line on the coordinate plane (A-3-M) (A-2-M)
  27. 30. Ending Thoughts… <ul><li>Start small. </li></ul><ul><li>Take time to reflect upon what was successful and unsuccessful. </li></ul><ul><li>Don't expect miracles overnight. </li></ul>Learning to differentiate instruction is a process.
  28. 31. RESOURCES “ The Differentiated Classroom,” Carol Tomlinson
  29. 32. Karen Andrews Hinson Vinton Middle School [email_address] Contact: CALCASIEU PARISH SCHOOLS