Differentiated Instruction For Saturday1111


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Differentiated Instruction For Saturday1111

  2. 2. Essential Question <ul><li>How do we support our students to achieve the highest level of listening, speaking, reading, writing, and critical thinking in our target language? </li></ul>
  3. 3. You are already doing it! <ul><li>Each time you provide a student with extra help, more time, or a modified assignment, you are differentiating instruction. All good teachers, whether they realize it or not, differentiate to some degree. </li></ul><ul><li>Diane Heacox </li></ul>
  4. 4. Backwards Planning Step 1: Determine Lesson & CA State Content Standards Identify CONTENT: What do the students need to know? Step 2: Understand the Materials Preview text and instructional resources Step 3: Determine the Outcome Write a teacher’s working thesis Design a focus question Develop rubric or other form of scoring guide Step 5: Instruction, Learning, Practice Reading and writing strategies Oral language and critical thinking skills development Content Acquisition Step 6: Administer the Assessment Have students complete the assessment Use the rubric Provide feedback Step 7: Analyze the Data Analyze student work to plan instruction Do protocol with colleagues Revise or re-teach as needed Revise unit for future use Model Instruction Guided practice Independent Practice UC Berkeley History-Social Science Project, ucbhssp@berkeley.edu Step 4: Identify Challenges of Understanding of Content Determine sentence and passage level strategies for unlocking text and content Determine writing strategies for answering focus question
  5. 5. Differentiated Instruction Defined <ul><li>In an effective differentiated classroom, one lesson is taught to the entire class while meeting the needs of each individual child. </li></ul>
  6. 6. Differentiated Instruction is NOT <ul><li>Giving advanced students extra work </li></ul><ul><li>Having low performing students do less work or “easier assignments” </li></ul><ul><li>Giving different assessments to different ability students </li></ul><ul><li>Making multiple lesson plans for each class </li></ul><ul><li>Using a particular strategy such as centers or tiered assignments </li></ul>
  7. 7. Differentiated Instruction IS <ul><li>Varied approaches to content, process and product in response to student differences in readiness, interests, and learning profile . </li></ul><ul><li>Choices!!!!!! </li></ul>
  8. 8. Content <ul><ul><li>What a student should know, understand and be able to do as a result of instruction in the lesson — the input. </li></ul></ul>
  9. 9. Process <ul><li>Activities designed to help the student “make sense of” or “own” the content. </li></ul>
  10. 10. Product <ul><li>How the student will demonstrate what he/she knows, understands and is able to do — the output. </li></ul>
  11. 11. Differentiate What? <ul><li>Refers to the curricular element the teacher has modified in response to learner needs. </li></ul><ul><ul><li>Content </li></ul></ul><ul><ul><li>Process </li></ul></ul><ul><ul><li>Product </li></ul></ul>
  12. 12. Differentiate How? <ul><li>Refers to the student trait to which the differentiation responds. </li></ul><ul><ul><li>Readiness </li></ul></ul><ul><ul><li>Interest </li></ul></ul><ul><ul><li>Learning Profile </li></ul></ul>
  13. 13. Why Differentiate? <ul><li>Addresses the teacher’s reason for modifying the learning experience. </li></ul><ul><ul><li>Access </li></ul></ul><ul><ul><li>Achievement </li></ul></ul>
  14. 14. Key Principles of Differentiation <ul><ul><li>All students participate in rigorous content. </li></ul></ul><ul><ul><li>Students and teachers are collaborators in learning. </li></ul></ul><ul><ul><li>Goals are individual growth and success. </li></ul></ul><ul><ul><li>Flexibility is the centerpiece of a differentiated classroom. </li></ul></ul>
  15. 15. Begin Slowly… Just Begin <ul><li>LOW-PREP </li></ul><ul><li>Guided instruction </li></ul><ul><li>Choices of books </li></ul><ul><li>Homework options </li></ul><ul><li>Reading buddies </li></ul><ul><li>Anchor options </li></ul><ul><li>Think-pair-share by readiness </li></ul><ul><li>Flexible grouping </li></ul><ul><li>HIGH-PREP </li></ul><ul><li>Tiered activities </li></ul><ul><li>Independent work </li></ul><ul><li>Alternative assessments </li></ul><ul><li>Learning contracts </li></ul><ul><li>Stations, centers </li></ul><ul><li>Compacting </li></ul><ul><li>Interest groups </li></ul>
  16. 16. Tiered Activities
  17. 17. Tiered Lessons <ul><li>They being with a presentation of a skill or concept to the whole class, but at different levels of complexity, abstractness and open-endedness. </li></ul><ul><li>After that students are put into small groups. </li></ul><ul><li>Students are allowed different pathways to understand the concept. Based on students’ interests, readiness, or learning profiles. </li></ul>
  18. 18. Ways to tier a lesson <ul><li>By outcome </li></ul><ul><li>By process -variety of assignment choices </li></ul><ul><li>By product -grouped by learning preference -same set of rubrics, equal effort, appropriately challenging </li></ul><ul><li>By resources -materials are chosen at various levels and complexity of content </li></ul>
  19. 19. Making levels less obvious <ul><li>Color coding </li></ul><ul><li>Enthusiastic about every group </li></ul><ul><li>Turns introducing levels </li></ul><ul><li>Activities that are equally: -Interesting and motivating -Active -Time consuming </li></ul>
  20. 20. Tiered Assessments <ul><li>Comparable in terms of time and effort </li></ul><ul><li>Options should allow for a variety of learning styles, interests, prior knowledge, and readiness. </li></ul><ul><li>DI assessments. Fair = equal? </li></ul>
  21. 21. I hear and I forget. I see and I remember. I do and I understand. Chinese Proverb