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Differentiated Instruction
- 1. Teaching Methods and Techniques ‐Differen5ated Instruc5on‐ Chelsea Duva h"p://asnailpace.com/blog/wp‐content/uploads/2008/09/crowded_crayon_colors3.jpg
- 2. Thesis Statement Teachers havebegun using different teaching methods and techniques for middle school-high school students, called Differentiated Instruction. I plan to define what it is and why teachers are using it more and more now. Interviewing teachers will help me understand why DI has become so popular. And teaching at the middle school in a diverse class will allow me to see a differentiated instruction classroom. This will be beneficial for the class and myself because its interesting to see how teachers techniques and methods seem to be continuously changing.
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- 6. "Probably the mostprofessionally divisive issue in the association." http://www.cpj.ca/en/our-work/faith-public-life/faith-and-politics
- 7. Tracking "Probably the most professionally divisive issue in the association." http://www.cpj.ca/en/our-work/faith-public-life/faith-and-politics
- 8. What’s Your LEARNING STYLE ? h"p://brownc2.org/
- 9. DIFFERENT TYPES OFLEARNERS: http://www.google.com/imgres?imgurl=http://studio3music.com/wp-content/uploads/2010/08/learning-styles.jpg&imgrefurl=http://orlandogators.com/visual-kinesthetic-auditory-learning-styles%26page
- 10. What is.. ? h"p://www.differenAatedinstrucAon.net/
- 11. What teachers aresaying... VIDEO 10
- 12. What It Isand What It http://blogs.forbes.com/johnkotter/2011/04/14/the-perils-of-confusing-management-and-leadership/
- 13. Work At... … …...Your Own Ability
- 14. Effective Teachers “Effective Teachersare not afraid of feedback; in fact, they elicit information and criticism from others. Additionally, in the interest of improving their ability to have a positive impact on student learning, these teachers readily accept constructive criticism and reflect upon it.”—James H. Stronge
- 15. Elements of Differentiated • Focuses on the EssenAals • Student differences • Assessment and InstrucAon • ModificaAons of content, process, and Products • ParAcipaAon • Teacher and Student collaborate in learning • Group/individual • Teacher and Student work together h"p://www.redicecreaAons.com/arAcle.php?id=14200
- 16. Focuses on theEssentials • Concepts • Principles • Skills http://www.daimanuel.com/2011/01/28/great-big-list-of-quotes-about-success/
- 17. Student Differences • Experience • Culture • Gender • Genetic code • Writing http://margaretlarsen.files.wordpress.com/2010/01/hand-writing1.jpg ://www.visualphotos.com/image/2x4437495/elevated_view_of_different_people
- 18. Assessment and •Ideas/Skills • Interests • Learning profiles http://lib.stanford.edu/notable-acquisitions/tomorrow
- 19. Modification of content,process, and products • Content • Process • Product http://www.great-home-based-businesses.com/home-business-ideas.html
- 20. Participation in Respectful • Readiness Level • Growth • Understanding/Skill • Tasks http://www.visualphotos.com/image/2x4578732/student_raising_his_hand_in_class
- 21. Teacher and Studentcollaborate in learning • Provide information • Classroom rules • Participate • Time http://www.visualphotos.com/image/2x4108819/female_teacher_correcting_student_work
- 22. Balances Group/Individual • Skills/Understanding •Individual goals/growth • Flexibility http://1greengeneration.elementsintime.com/?p=442
- 23. Teacher and StudentWork Together • Individuals • Needs • Flexibility http://www.district196.org/District/CurriculumAssessment/Curr-Math/Elementary/ElemMathAssessment.cfm
- 24. Effective Strategies onstudents… • Stations • Agendas • Complex Instruction • Orbital Studies • Centers • Entry Points • Tiered Activities • Learning Contracts • Compacting • Problem Based Learning • Group Investigation • Choice Boards h"p://www.zazzle.com/achievement_moAvaAonal_poster_print‐228394926418138722
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- 32. https://eduweb.education.radford.edu/advising_office/ Learning Contracts
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- 34. Problem Based Learning http://www.premiumpsd.com/free-high-resolution-search-icon-design-psd-download.html
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- 37. Examples of Teachersusing D.I. VIDEO 36
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- 39. Artful Teaching The Teacher The Students The Content
- 40. Teachers Performing DI “They work diligently to ensure that struggling, advanced, and in-between students think and work harder than they’re meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph”-Carol Ann Tomlinson http://www.photos.com/search/royaltyfree/87607541
- 41. Who uses DI? http://www.istockphoto.com/stock-illustration-3369369-gender-symbols.php http://www.blackenterprise.com/2010/07/08/numbers-that-can-make-or-break-your-personal-finances/
- 42. Creating a Healthy Classroom Environment ttp://www.aberdeenshire.gov.uk/children/fostering/types.asp
- 43. Lesson Planning “Differentiating instruction is not an instructional strategy or a teaching model. It’s a way of thinking about teaching and learning that advocates beginning where individuals are rather than with a prescribed plan of action, which ignores students readiness, interest, and learning profile.”-- Carol Ann Tomlinson
- 44. Lesson Planning Step1 READINESS h"p://www.files32.com/Analog‐Clock‐Scr‐i266.asp h"p://www.faqs.org/photo‐dict/phrase/328/stairs.html
- 45. Lesson Planning Step2 INTEREST h"p://school.discoveryeducaAon.com/clipart/clip/art‐color.html h"p://www.worldphoto360.com/wp‐content/uploads/2010/07/athletes.jpg
- 46. Lesson Planning Step3 LEARNING PROFILE "p://www.metrolic.com/the‐benefits‐of‐opAmizaAon‐142992/ h"p://www.allaboutdrawings.com/music‐notes.html
- 47. Grading In aDI Classroom Keep grade book! Students work folders Share record-keeping responsibility Not all work has to be formally graded. http://www.reviewstl.com/09-so-far-has-it-been-average/
- 48. Is it good...orIs it bad? VIDEO 47
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- 50. Just call meMs. Duva… “Chelsea, Mr. Lindelow and I are happy to have you. Accept this email as the permission to join Mr. Lindelow's class. I hope this works for everyone's needs. Thanks, David Burnes” h"p://www.mciu.org/Schools/MemberDistricts/UpperMerionAreaSD/tabid/160/default.aspx
- 51. Teaching Days! h"p://freebookmarkscalendars.blogspot.com/2010/12/black‐and‐white‐calendar‐february‐2011.html h"p://www.theproducersperspecAve.com/my_weblog/2010/10/our‐fourth‐and‐final‐reading‐of‐the‐year‐announced.html
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- 56. WHAT DO THESTUDENTS THINK? n’t si t in it e did ught au se w le time to for tho e bec he who allowed lpful. I better ctiv as he get a the “Effe place t ivities. It created it w o one the act , which for “I t hink n way t ing of activity lete tion ge a fu and g an e.” omp ge in loca der ran was derst e makin nowledg c chan and wi king.” un y, whil heir k lar st t ease thin cabu r s to te vo the for o . It allows “I really enjoy learning stations cus. It also movement which helps me fo “I r allows ever yone to go at their own all eally “The pace during class time” do gave like statio so us d th becau ns on we a v ese se it made it e p w ar to do could bette r ar t ere iet activ time things o allow me of n't j y o ities other ne a spa ust f t , th ta nis ex hing ey us all than givin h l po s t ear se o at on g it to ce” nin d to g”
- 57. WHAT ELSE DOTHE STUDENTS THINK? et to g l g tr yin n't fee “I think it was fun but i think it st and Iw as ju ne, i do ch. I should be more relaxed lt like ties do too mu ” be able to talk.” “I fe activi rned ig fan “The v the e i lea t a b oca lik asn ’ with th bular y was ea e si w wished different stat er to learn restrain it was not timions, but I ts could w create press ed. Time eaken ure takin the le , which g plac arning e e” it h th e se w an in d o th ss th at her e cla s.” all. I “I r hol tation l it he lped at ” w s “I do not fee sh cards instead. ke fla like to ma
- 58. Comparing Classrooms • Tradi&onal Classroom • Differen5ated Classroom VS h"p://www.onlineautoinsurance.com/compare/comparison.jpg
- 59. What do theythink... VIDEO 58
- 60. Marzano, Robert J,Debra J Pickering, and Jane E Pollock. "Identifying Similarities and Differences." Classroom Instruction That Works. Alexandria: Association for Supervision and Curriculum Development, 2001. 13-28. Print. W Tomlinson, Carol Ann. "Learning Environments That Support Differentiated Instruction." The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria: Association o r for Super vision and Curriculum Development, 1999. 9-16. Print. "Learning Environments That Support Differentiated Instruction." The Differentiated k Classroom: Responding to the Needs of All Learners. Alexandria: Association for Supervision and Curriculum Development, 1999. 25-35. Print. "What Differentiated Instruction Is and Isn't." How to Differentiate Instruction in Mixed- Ability Classrooms. 2nd ed. Alexandria: Association for Supervision and Curriculum Development, 2001. 1-7 Print . Dyck, Brenda. "Your Students: No Two Are Alike." Education World. N.p., 1 Jan. 2010. Web. 19 Dec. 2010. <http://www.educationworld.com/a_curr/voice/ voice061.shtml> C i Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms. 2nd ed. Alexandria: Association for Super vision and Curriculum Development, 2001. Print. t Tomlinson, Carol Ann. The Differentiated Classroom Responding to the Needs of All Leaners. Alexandria: Association for Super vision and Curriculum Development, 1999. Print. Marzano, Robert J, Debra J Pickering, and Jane E Pollock. Classroom Instruction that Works. Alexandria: McREL, 2001. Print. Stronge, James H. Qualities of Effective Teachers. Alexandria: Association for Supervision and e Curriculum Development, 2002. Print. d
- 61. King-Shaver, Barbara, andAlyce Hunter. Differentiated Instruction in the English Classroom. Ed. James Strickland. Portsmouth: Barbara King-Shaver and Alyce Hunter, 2003. Print. W Brooks, Jacqueline Grennon, and Martin G Brooks. "Honoring the Learning Process." The Case for Constructivist Classrooms. Alexandria: Association for Supervision and Curriculum o r Development, 1993, 1999. 3-13. Print. Edwards, Cheryl J, Sonya Carr, and Wendy Siegel. "Influences of Experiences and Training on k Effective Teaching Practices to Meet the Needs of Diverse Learners in Schools." Education 126.3 (2006): 580-92. ERIC: Education Resources Information Center. Web. 18 Dec. 2010. <http://www.eric.ed.gov:80/ERICWebPortal/search/ detailmini.jsp? _nfpb=true&_&ERICExtSearch_SearchValue_0=EJ765777&ERICExtSearch_Se archType_0=no&accno=EJ765777> King-Shaver, Barbara, and Alyce Hunter. "How Does Differentiated Intruction Apply to C Middle and Secondary English Classrooms?" Differentiated Instruction in the English Classroom. Ed. James Strickland. Portsmouth: Barbara King-Shaver, 2003. 15-27 Print . . "How Do Teachers Put It All Together? A Case Study with Examples." Differentiated Instruction in the English Classroom. Ed. James Strickland. Portsmouth: Barbara King- Shaver, 2003. 79-125. Print i "Different Learning Styles." Your Dictionary. LoveToKnow, 2011. Web. 1 Mar. 2011. <http://www.yourdictionary.com/library/for-teachers/ different-learning-styles.html >. t "Tracking." Education Week. Editorial Projects in Education, 21 Sept. 2004. Web. 5 May 2011. <http://www.edweek.org/ew/issues/tracking/> e d Music: No one instrumental by Alicia Keys.
- 62. CONCLUSION http://pucteachers.com/?p=7
Editor's Notes
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- #4 This Topic is relevant to me because I would like to be a teacher when I am older. Right now i work at a middle school (MDP) with the CARES program. (Children Are Receiving Extended Services) There i can already see different ways they teach them. I wanna know the different ways so they can help me when i do become a teacher in the near future. In these pictures this is me being a &#x201C;teacher&#x201D; \n\nPictures by: taken of myself by Gayle Crimes \n
- #5 Education wasn&#x2019;t always how it is today. \n-The field of education has grown and changed in 100 years ago. \n-Now, most students are expected to come to school. However, at one point not all children were required to.\n-Children with physical disabilities or leaning problems stayed home.\n-Children with poor homes, worked in factories, or other jobs to support their family.\n-Farm children didn't come to school, except when the crops didn&#x2019;t require planting. \n-Girls were often excluded from advanced education because they were thought of to marry, raise children and run a house hold\n-Children that were rich had tutors, so they didn&#x2019;t have to come to school. \n-Many of the students come from homes where support and encouragement aren't there. \n-Many of these students have the potential to do great, but come to school with the lack of experience, support, models, and plans that would help them.\n\n \nResearch from: Marzano, Robert J, Debra J Pickering, and Jane E Pollock. Classroom Instruction \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;that Works. Alexandria: Association for Supervision and Curriculum \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Development, 2001. Print.\n\n\n\n \n
- #6 \nNow that has all changed. Almost everyone has the opportunity to get an education.\n-In traditional Method classrooms, students are all taught by the same concepts, same material, same time, and the same speed. \n-These classrooms are set up into three categories:\n-Academic\n-College Prep.\n-Honors\n-In these classrooms, they are considered to be one size fits all\n-Everyone is always working at the same speed, and nothing is personalized for the learner themselves.-\n-The material comes from the curriculum out of books.\n-the grading is on a scale of A-F\n-The actual teaching of these classrooms is not based on the importance of knowledge, beliefs and skills an individual brings. \n\nResearch From: Marzano, Robert J, Debra J Pickering, and Jane E Pollock. Classroom Instruction \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;that Works. Alexandria: Association for Supervision and Curriculum \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Development, 2001. Print.\n\n
- #7 -Most Commonly used word for Ability grouping. (Putting students together according to their talents in the classroom.)\n-Opponents trace this to the turn of the century when most children that attended public schools were the upper middle class families. But, large numbers of black and working-class students were starting to come. The students from before had a different curriculum. ( similar to today.)\n-Teachers don&#x2019;t know how to deal with working with students who have higher abilities to learn and students who have a harder time learning. Which is why Tracking stays. But, we are seeing more schools dropping it because it makes the students feel like they are having a label. \n-the issue boils down to how to give slower students the extra attention they need without shortchanging the more able students who may lose interest.\n-&#x201C;They say students feel more comfortable and learn better when they&#x2019;re grouped with peers of similar abilities&#x201D;\n\nResearch From: "Tracking." Education Week. Editorial Projects in Education, 21 Sept. 2004. Web. \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;5 May 2011. <http://www.edweek.org/ew/issues/tracking/>\n\n\n
- #8 CLASS ACTIVITY!\n-Each student in the class is given a questionnaire which helps them identify which type of learner they are. The Questionnaire is pretty straight forward questions, and is only 16 questions long. \n
- #9 Visual: These types of learners tend to learn best by seeing what it is they are trying to learn. They learn best by seeing information. For example: this may be something like note cards, power points, Pictures. Ect.\n\nAuditory: These types of learners tend to learn best by hearing what they are trying to learn. They can remember information better when its been explained to them orally. For example: This may be something like music, lectors, audio tapes, ect.\n\nKinesthetic: these types of leaner's tend to learn best by doing what they are trying to learn. For example: This may be something like taking notes, doing project, ect. These learners are very hands on, and work best doing something with that ability. \n\nResearch from: "Different Learning Styles." Your Dictionary. LoveToKnow, 2011. Web. 1 Mar. \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;2011. <http://www.yourdictionary.com/library/for-teachers/ \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;different-learning-styles.html>.\n\n
- #10 -ALSO known as DI\n-Two important features are students rights to &#x201C;begin where they are&#x201D; and to expect to grow as learners. \n-&#x201C;A different way to learn is what the kids are calling for&#x2026;All of them are talking about how our one-size-fits-all delivery system-which mandates that everyone learn the same thing at the same time, no matter what their individual needs-has failed them.&#x201D; &#x2013;Seymour Sarason\n- you give ur studetns what they need. Students come into class at different levels. readiness, interests, and learning profiles\n-Have all these students coming to the class room and the teachers goal is to get them all to one level, which is the same for all. \n-To apporach all these different things coming in, the teach has to change the content and the process by which they gain the information.\n\nResearch From: Tomlinson, Carol Ann. The Differentiated Classroom Responding to the Needs of \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;All Leaners. Alexandria: Association for Supervision and Curriculum \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Development, 1999. Print AND King-Shaver, Barbara, and Alyce Hunter. Differentiated Instruction in the \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;English Classroom. Ed. James Strickland. Portsmouth: Barbara King-Shaver \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;and Alyce Hunter, 2003. Print.\n\n\n
- #11 \nREDO THIS VIDEO \n\n\n\nVideo of: Ms. Savini and Ms. Fox \n
- #12 -Not individualized instruction: Doesn't give each student a separate level. \n-Not Chaotic: Teacher doesn&#x2019;t loose control of class room, in fact they receive more leadership. \n-Not just another way to provide grouping: Uses flexibility of grouping. Puts students who are strong in some areas with students who are weaker in others. \n-Not just &#x201C;tailoring the same suit of clothes&#x201D;: &#x201C;trying to stretch a garment that is far to small or attempting to tuck and gather a garment that is far to large is likely to be less effective than getting clothes that are the right fit at a given time&#x201D; -Carol Ann Tomlinson.....Meaning DI Doesn't try to make someone stretch to far for something they just dont understand and it doesn't make someone learn something that is to easy for the leaner. It gives the students lessons based on what they need. \n\n\n-is Proactive: Different learners have different needs. teacher proactively plans a variety of ways to express the learning. \n-Rooted in assessment: Teachers know the teaching and learning needs to be a good match for students, makes sure to look for opportunity to know students better. conversations, classroom discussions, student work, observation and formal assessment as a way to know what works best for student.\n-Provides multiple approaches to content, process and product: Content- what student learns, proces- how students make sense of information, and product- how they demonstrate how they learn. Teachers offer different apporaches to what students learn, how they learn it, and how they demonstrate it. \n\nResearch From: Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Classrooms. 2nd ed. Alexandria: Association for Supervision and \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Curriculum Development, 2001. Print\n\n\n
- #13 PART OF MR. DIEHLS STATIONS: When students are in different forms of Differentiated instruction, they are taught by working at their own ability. In these two pictures, that it what&#x2019;s happening. When the students were put into stations as a part of DI, they were aloud to work at their own speed and comfort ability. In the picture to the bottom left, the boy worked alone on the activity because he felt comfortable doing that. The students in the far up right, worked in a group because they felt as if they could understand the activity better in that type of setting. A major part of DI is making sure you learn best to your ability by going at your own speed. \n\nPictures from: Taken by myself in Mr. Diehl&#x2019;s Classroom. (Observation from Application Component) \n
- #14 Introduction for the different ways teachers are effective. \n\nQuote From: Tomlinson, Carol Ann. The Differentiated Classroom Responding to the Needs of \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;All Leaners. Alexandria: Association for Supervision and Curriculum \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Development, 1999. Print.\n\n
- #15 -These are the things that make DI work. These are the elements that develop D.I. \n-These are the modifications teachers make in their classrooms that help develop D.I. \n\nALL OF THIS SLIDE AND THE ONES AFTER THAT INCLUDE THE ELEMENTS ARE FROM: Tomlinson, Carol Ann. "Elements of Differentiation ." The Differentiated \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Classroom: Responding to the Needs of All Learners. Alexandria: Association \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;for Supervision and Curriculum Development, 1999. 9-16. Print. \n\n\n
- #16 -Teachers use whats needed for learners to recall, understand and be able to do. \n-the instruction is around the concepts, principles and skills of each subject. \n-The students feel as if they understood these concepts, but aren&#x2019;t leaving knowing everything there is to know,\n-The advanced learners work with more difficult assignments rather then repeating work they already know. \n-Teachers, learners, assessment, curriculum and instruction are linked to show improvement in personal growth and success for each learner. \n\n\n
- #17 -Children know we are all not alike. \nTeachers are aware of differences as well, so in classes they help individuals address their common needs\n-Our experience, culture, gender, genetic code, and writing all affect how and what we learn.\n-In these classrooms, the teacher accepts them for who they are and expects them to become all they can be. \n\n
- #18 -Assessment is ongoing and diagnostic. \n-the goal is to provide the teachers day to day data on the students readiness, interest, and their learning profiles.\n-The assessment isn't what comes at the end of a chapter, but its what the student understood and how to modify tomorrows instruction.\n-Assessment takes place in many forms...examples: small group discussions with teacher and a few students, whole class discussion, journal entries, portfolio entries, exit cards, skill inventories, pretests, homework assignments, student opinion, or interest surveys. \n&#x2013;these assessments shows where the students are with the understandings.\n- Assessments always have to do with helping students grow than with finding their mistakes. \n\n
- #19 -With using assessment data the teacher can modify content, process, or product. \n-Content: What teacher wants students to learn. \n-Process: activities designed to make sure students use skills to make sense of ideas and information. \n-Products: students demonstrate and extend what they have learned. \n -Readiness: is a students entry point relative to a particular understanding or skill. \n-Interest: is a students curiosity, or passion for a particular topic or skill. \n-Learning profile: how we learn. It can be shaped by intelligence preferences, gender, culture, or learning style. \n-Different students have their own different way of learning. \n-A teacher may base the curriculum based on one or more of the student characteristics in any point of a lesson or unit. \n\n\n
- #20 -Teachers continuously try to understand what the individual needs to learn more effectively and trys to provide learning options that are a good fit for each learner. \n-Teacher honors that all students have differences and don't treat them all alike.\n-Its the respect for the identity of the individual that makes the class room work. \n-Teachers embrace at least the following four beliefs: respect the readiness level of each student. Expect all students to grow, and support their continual growth. Offer all Students the opportunity to explore more understandings and skills at degrees of difficulty that help develop their understanding and skill. Offer all students tasks that look and are equally interesting, equally important, and equally involved. \n
- #21 -Its the teachers job to know what helps the student learn, what makes the class room run smoothly, and see that the time is used wisely. \n - Students can provide information, develop classroom rules, participate in the process of those rules and learn to use time as valuable resource.\n- Students allow teachers to know when materials or tasks are to hard or too easy, when its interesting or not, when they need help and when they are ready to work alone.\n- The teacher is the leader, but allows students to involve themselves. \n-Together they plan, set goals, monitor progress, analyze successes, improve successes. and learn from failures.\n- Teachers effectiveness increases as students become more skilled at helping one another and themselves achieve group and individual goals.\n
- #22 -Teachers in these classrooms, understand how groups work.\n- When students struggle, teachers have two goals. \n-1. accelerate the students skills and understanding as quick as possible. 2. to make sure that the student and parents are aware of the learners individual goals and growth and students standing in the class. \n-Same for when a student is advanced beyond grade level. \n-To achieve the most, let students be the best he or she can possibly be. \n -classroom built around individuals, various small groups and the class as a whole. \n-To address students needs, teacher and students work together flexibility.\n
- #23 -classroom built around individuals, various small groups and the class as a whole. \n-To address students needs, teacher and students work together flexibility. \n-Teachers are ready to change a lesson, and make sure the lessons are based around students. \n-If the class discussion needs to be big it will. If it needs to be small, it will. \n\n
- #24 These are the different ways Differentiated Instruction can be used in the class. All 12 of these strategies are ways to help differentiate the classroom. \n\nALL OF THIS SLIDE AND THE ONES AFTER THAT INCLUDE THE STRATEGIES ARE FROM: Tomlinson, Carol Ann. "Instructional Strategies that Support Differentiation ." \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;The Differentiated Classroom: Responding to the Needs of All Learners. \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Alexandria: Association for Supervision and Curriculum Development, 1999. \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;61-94. Print. \n\n
- #25 -They are different spots in the classroom where students work on various things. \n-They can be distinguished by signs, symbols, or colors, or the teacher can ask groups of students to move to particular parts of the room. \n-Not all students need to spend the same amount of time in each station\n-Even when all students do go to every station, the assignment can be different every day. \n-the teacher decides who goes where, what they will do when they are there and what the working conditions are. \n
- #26 -personalized list of things to do that need to be completed in specified time.\n-Teacher creates an agenda that will last two to three weeks.\n-Agendas vary. Here we were able to create our own, there the teacher had it done for them. \n-Students create the order in which they will complete each task in agenda\n-When students have the freedom to choice which task to do, and when the teacher has the freedom to help the students in class that need help then. \n
- #27 - A strategy used to deal with the sorts of ranges that exist in the classroom. \n-The goal is to establish learning opportunity to all students in challenging material and the used of small instructional groups. \n-it is some what difficult and requires reflection and planning. \n-They move among groups as they work\n-Ask students questions about the work making them think and understand. \n
- #28 -Independent investigations, generally three to six weeks. \nThey revolve around some of the curriculum. \n-Students select their own topics for orbital and they work with guidance from the teacher to learn the topic. \n\n
- #29 -They differ from stations because they are distinct\n-Classroom area that contains a variety of activities and material designed to teach, reinforce or extend a particiular skill or concept.\n-Materials and tasks are more teacher constructed, but encourage te student to share in desiging what and how something is studied. \n
- #30 -A strategy for addressing different intelligence profiles\n-Students can use The five different Entry points to learn the topic. They are: \n-Narrational entry point: A story or narrative about the topic or concept in question.\n-Logical-Quantitative entry point: Uses numbers or scientific approach to the topic or question\n-Foundational Entry point: Examine the philosophy and vocabulary of the topic or concept.\n-Aesthetic Entry point: Focus on the sensory features of the topic or concept.\n- Experiential entry point: Hands on approach. Deals directly with materials that represent the topic or concept. \n
- #31 -Used when a teacher wants to make sure students with different learning needs work with the same ideas and use the same key skills. \n-Used so all students focuses on understandings and skills but at different levels of complexity, abstractness and open--endedness. \nKeep focus of activity the same, but provided routes which vary the degree of difficulty.\n
- #32 -Gives students opportunity to work somewhat independently on material that is largely teacher directed.\n-Negotiated between teacher and student so the student has some freedom to get skills and understandings of the topic. \n-Also provides opportunities for students choice regarding some of what it to be learned, working conditions and how information will be applied. \n
- #33 -Has teachers assess students before beginning a unit of study or development of a skill. \n-Students who understand something already, shouldn't have to be taught what they already know.\n-They document: what they already know, what the pre assessment indicates what they student does not know and a plan for use of time the student will have because they already know. \n-Begins with a focus on student readiness and ends with an emphasis on student interest. \n
- #34 -Teacher gives student an unclear, difficult problem and has them seek additional information.\n-It allows use of a range of resources and provides an oppertunity for balancing students choice with teacher coaching. \n-It address the readiness, interest, and learning profiles.\n
- #35 -Focuses of students interest, and allows them to investigate a topic related to something else being studied in class.\n-there is a selection of topics and breaks the clas sinto groups by learning interest. \n-Teacher helps them with planning investigation, carrying out investigation, presenting finding and evaluating outcomes. \n
- #36 -Used to deal with students readiness and interest differences amoung students. \n-Organizers that contain a variety of activities.\n-Students choose their activity\n-THey can be organized so students are required to choose the options that focuses on different skills. \n
- #37 \n\nVideo of: Ms. Savini and Mr. Diehl \n
- #38 -This is a couple pictures of what a D.I. Classroom looks. \n-Combination of Academic, cp and honors kids in one. --Takes away tracking. \n-There is no more one size fits all for students.\n- Students are combined in classrooms now so the student can essentially have more help. \n-The curriculum is based upon the students, not based upon the curriculum assigned by a book. \n-Help students learning differences. This type of classroom helps them.\n\nPictures by: Taken by myself in Mr. Diehl&#x2019;s Classroom. (Observation from Application Component) \n\nResearch from: King-Shaver, Barbara, and Alyce Hunter. Differentiated Instruction in the \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;English Classroom. Ed. James Strickland. Portsmouth: Barbara King-Shaver \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;and Alyce Hunter, 2003. Print.\n\n
- #39 The Teacher: the leader in any affective classroom. \n-Leadership is shared with the learners. \n-Teacher needs to be secure about themselves. \nExpects to be a learner all day, every day and is comfortable with the role. \n-Comes away from the day with questions to think about overnight and the belief that today contains the insights necessary for a more effectiveness tomorrow. \n-&#x201D;Consider teaching and learning as a triangle, in which all parts are needed to create and support the whole&#x201D;\n\nResearch from: Tomlinson, Carol Ann. "Learning Environments That Support Differentiated \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Instruction ." The Differentiated Classroom: Responding to the Needs of All \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Learners. Alexandria: Association for Supervision and Curriculum \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Development, 1999. 25-35. Print. \n\n
- #40 -Teachers in these differentiated classrooms accept, embrace, and plan for the fact that learners bring many attributes to school, but that learners also bring differences that make them individuals.\n-teachers are more in touch with students, and these classrooms help students reach their needs, rather then a one size fits all. \n-doesn&#x2019;t try to differentiate everything for everyone everyday. \n-Teacher selects a time in her teaching plans to differentiate by interest so that students can link what is being studied to something that is important to them. \n\nResearch/Quote from: Tomlinson, Carol Ann. "The Role Of The Teacher In A Differentiated Classroom ." \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;How to Differentiate Instruction in Mixed-Ability Classrooms. 2nd ed. \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Alexandria: Association for Supervision and Curriculum Development, 2001. \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;16-20. Print. \n\n
- #41 ANYONE! DI can be used for any one, no matter their age or gender. As long as it is helping, it doesn&#x2019;t matter who is using it. \n\nResearch From: King-Shaver, Barbara, and Alyce Hunter. Differentiated Instruction in the \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;English Classroom. Ed. James Strickland. Portsmouth: Barbara King-Shaver \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;and Alyce Hunter, 2003. Print.\n
- #42 -The teacher appreciates Each Child as an individual\n-The Teacher links Students to Ideas\n-The teacher Strives for Joyful Learnings\n-The teacher Helps Students make their own sense of ideas\n-The Teacher shares the Teaching with Students\n-The Teacher Clearly Strives for student Independence\n-The Teacher Uses Positive Energy and Humor\n\n \n\nResearch From: Tomlinson, Carol Ann. "Learning Environments That Support Differentiated \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Instruction ." The Differentiated Classroom: Responding to the Needs of All \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Learners. Alexandria: Association for Supervision and Curriculum \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Development, 1999. 25-35. Print.\n\n
- #43 Quote from: Tomlinson, Carol Ann. The Differentiated Classroom Responding to the Needs of \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;All Leaners. Alexandria: Association for Supervision and Curriculum \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Development, 1999. Print.\n\n
- #44 -Readiness helps extend that students knowledge, understanding, and skills beyond what the student can do independently. \n-Pushes student beyond their comfort zone and provides support in bridging the gap between the known and unknown. \n-A way to make sure the lesson plan will help the students is by identifiying what makes them differentiated. \n-Creating a lesson plan for DI is similar to a CD player. You can control how much of each section would help the students. \n\nResearch from: Tomlinson, Carol Ann. "The How To's of Planning Lessons Differentiated by \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Readiness." How to Differentiate Instruction in Mixed-Ability Classrooms. \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;2nd ed. Alexandria: Association for Supervision and Curriculum Development, \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;2001. 45-51. Print. \n\n
- #45 -A key feature of artful teaching is having a plan to engage or &#x201C;hook&#x201D; students.\n-When you give them a topic that they can relate to them selves, it makes them more interested in learning about it and gives them more of an opportunity to respond to it.\n-Some of the goals of interest based instruction are:\n-Helping students realize that there is a match between school and their own desires to learn\n-Demonstrating the connectedness between all learning\n-Using skills or ideas familiar to students to help them understand ideas or skills less familiar to them\n-Enhancing student motivation to learn. \n\nResearch from: Tomlinson, Carol Ann. "The How To's of Planning Lessons Differentiated by \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Interest." How to Differentiate Instruction in Mixed-Ability Classrooms. \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;2nd ed. Alexandria: Association for Supervision and Curriculum Development, \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;2001. 52-59. Print. \n\n
- #46 -Students learn by different surroundings. Some learn by movement, some learn by quiet or loud rooms. Some learn by music.\n-Learning Profiles refers to ways in which we learn best as individuals. \n-Everybody knows how they learn best, learning profiles allows the students to tap into that to achieve excellence.\n-There are guidelines for learning profile Differentiation and they are;\n-Remember that some, but not all of the students share learning preferences\n-Help the students reflect on their own preferences\n-Use both teacher-structured and student-choice avenues to learning-profile differentiation\n-Select a few learning profile categories for emphasis as you begin\n-As a teacher, be a student of your students\n\nResearch from: Tomlinson, Carol Ann. "The How To's of Planning Lessons Differentiated by \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Learning Profile." How to Differentiate Instruction in Mixed-Ability Classrooms. \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;2nd ed. Alexandria: Association for Supervision and Curriculum Development, \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;2001. 60-71. Print. \n\n
- #47 New grade system is based on individual goal setting and progress in reaching goals, students are graded against themselves, rather then in competition with other students. \nPublic expects &#x201C;normed&#x201D; report cards. Some other people believe traditional grades don&#x2019;t communicate or motivate as they like to believe they do. \n4 approaches to this problem:\n(Keep grade Book)- When teachers grade students in a traditional class where they all are doing the same activity, you might label it something like (text. Page 211) this shows that the class worked on this same activity. In DI classrooms, when they are all doing activities based on their level, you can label it something like (fractions 2-7) meaning on February 7th, each student worked on fractions at their ability. \n(student work folders) &#x2013;Valuable record keeping device. Having these folders help students know where their stuff is, and allows teachers to use them as a powerful tool during planning conferences that focus on student growth. These folders should contain: record keeping forms (reading lists, spelling lists.), samples of students works, records of conferences, student goals, and any other data. \n(record keeping ) Share this with students. Let them keep track of their activities, records of reading, progress, and work that they feel shows best what they learned. Teachers don&#x2019;t only have to hold on to their stuff, by allowing them to it helps them develop clarity regarding their goals, assignments and their progress. \n(all work doesn&#x2019;t need to be graded)- Not every activity every day needs to be graded. A test or product assignment can give evidence of what the student has learned. \n\nResearch from: Tomlinson, Carol Ann. "Grading in a Differentiated Classroom ." How to \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Differentiate Instruction in Mixed-Ability Classrooms. 2nd ed. Alexandria: \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Association for Supervision and Curriculum Development, 2001. 93-96. Print.\n\n
- #48 \nPeople in video: Mr. Diehl and Ms. Fox \n
- #49 Introduction into my application portion of this project. \n
- #50 For the first part of my application, i went down to the middle school to work with students in a differentiated classroom. For me to be able to go down, Ms. Brower helped me get in contact with them. SHe called down their for me and asked Mr. Burnes if anyone (teacher) would allow me to come to their class. Mr. Burnes got back to her and then gave him my email. We then emailed back and forth discussing what when and who would allow me to. So, after finally confirming everything, Mr. Lindelow allowed me to come down and teach in his reading class. \n\nPictures by: Taken by myself. (Quote is part of email from Mr. Burnes. And the Visitors pass is from when i went to the middle school) \n
- #51 When teaching down the middle school, these are the three days I went down to teach in Mr. Lindelows Class room. They were all Day C, because I was told that was the best time to come down. Day C was the day the class had their reading in the afternoon, that&#x2019;s why I was asked to come down then. \n-On the first day i worked with a student who on the scale of 1 to 10, 1 being dont understand 10 being completely understand, she was somewhere in the middle. I read with her and we took turns reading back and forth.\n-On the second day i went down their, i worked with someone who was at a 9. He understood it a lot, and only needed some help on really big words\n-On the third day i went down, i worked with someone who was a 1 or a 2. He has extremely difficult time ready. And it wasnt just the big words, it was little words for example: ill, the, her, stuff like that. I helped him read them, and then i would read the next few sections with him following along. \n
- #52 I interviewed these three people, Ms. Savini, Mr. Diehl and Ms. Fox. I also interviewed another male teacher, but he didn&#x2019;t want to be recorded or have his name on here, so i used what he told me as research.\n- I printed out the questions first, and gave it to them to look over. Then we decided on a day where we could do the interview. \n\n\nPictures by: Taken by the videos i recorded of them. \n
- #53 When i interviewed the teachers, these are the questions i created to ask them. \nThey are just basic questions that was beneficial to having another view of what Differentiated instruction is. \n\nPicture by: Taken by myself of the questions i asked the teachers. \n
- #54 Observation from Application Component\n\n\nPictures by: Taken by myself in Mr. Diehl&#x2019;s Classroom.\n\n
- #55 After i observed Mr. Diehl&#x2019;s learning stations, he gave me the copy of everyone&#x2019;s responses to the activity. Some of the responses were for it (agree) while others were against it (disagree). I took the best responses and the worst responses and put them in the next two slides. \n
- #56 \n
- #57 \n
- #58 T: Assessment is usually done at the end of learning to see who &#x201C;got it&#x201D;\nD: Assessment is on going to understand how to make the lessons more responsive to the learners needs.\n\nT: A single form of assessment if often uses\nD: Students are assessed in multiple ways\n\nT: A single definition of excellence exists\nD: Excellence is defined in a larger measurement of the individuals growth from starting point.\n\nT: Single option assignments given\nD: Multi-option assignments are frequently used.\n\nT: The teacher solves problems\nD: Students help other students and the teacher solve problems\n\nT: The teacher provides whole class standards for grading.\nD: Students work with the teacher to establish both whole class and individual learning goals. \n\nT: few learning profile options \nD: Many learning profile options provided.\n\nT: Time is usually inflexible\nD: Time is used flexibly with students needs. \n\nT: Whole class instruction mostly takes place\nD: Many instructional arrangements are used. \n\nT: Coverage of texts and curriculum in the instruction\nD: Students readiness, interest, and learning profile shapes instruction. \n\nResearch from: Tomlinson, Carol Ann. "Elements of Differentiation ." The Differentiated \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;Classroom: Responding to the Needs of All Learners. Alexandria: Association \n&#xA0;&#xA0;&#xA0;&#xA0;&#xA0;for Supervision and Curriculum Development, 1999. 9-16. Print.\n\n
- #59 \nVideo of: Mr. Diehl and Ms. Fox\n
- #60 \n
- #61 \n
- #62 I have learned that learning styles and techniques are always changing. Over the years, some of them go away and then come back later using the pros of them.\n\n\n