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Module 4 application
- 1. Differentiated Instruction Laura Smith Designed for Professionals CI5223 Differentiated Instruction: Principles in Action American College of Education
- 2. Introduction What is Differentiated Instruction?
- 3. Why Differentiate In today’s culture, classrooms are more diverse than ever. Readiness levels ELL and IEP students Ethnic diversity Socio-economic diversity Interest and motivation diversity. No child left behind.
- 4. What is Differentiation • Differentiated instruction involves providing students with different paths to attaining content and making sense of ideas; so that all students within a classroom can learn effectively, regardless of • differences in ability” • Differentiated instruction is being aware of student readiness, interest and learning profile • Based on Vygotsky’s zone of proximal development
- 7. Ways to create interest and motivation. Plan activities that use different multiple intelligences. Inquiry-based lessons Give choice of product interdisciplinary lessons
- 8. Inquiry based lesson Teacher is the facilitator Starts with a question that requires investigation Students gather data and information needed to answer question Student formulate answer/ conclusions to question Student show discovery with peers
- 9. interdisciplinary lesson Real life problem Shows relevance of content Helps build connections. Promotes engagement Can include performance task
- 11. Getting Started
- 12. Feedback Please complete survey. http://www.surveymonkey.com/r/D8NHBMD Your feedback is valued.
- 13. References Dack, H., & Tomlinson, C. A. (2014). Searching for the irresistible. Phi Delta Kappan, 95(8), 43-47. http://www.taconichills.k12.ny.us/Instruction/images/critical- thinking.jpg http://2.bp.blogspot.com/-c- gc85Ru9B0/T4t5CMztrgI/AAAAAAAAAow/0IknShBe9 Gw/s1600/worry+do+nothing.png http://differentiated- instruction.wiki.inghamisd.org/file/view/CAT_chart_v2.jpg/ 338402144/480x331/CAT_chart_v2.jpg http://www.featurepics.com/FI/Thumb300/20070411/Football- Coach-Giving-Instructions-His-Team-279301.jpg
- 14. https://shswildcat.wikispaces.com/file/view/differentiated_instr uction2.jpg/365186482/330x234/differentiated_instructio n2.jpg Majiomae, (2010 Nov 15). The daily grind of a modern teacher.[video file]. Retrieved from https://www.youtube.com/watch?v=kn8faeuQjE0 Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House, 87, 34–38. Roxana Castaneda (2012, July 10). Getting started on differentiated instructions.[video file]. Retrieved from https://youtu.be/LGYa6ZacUTM References
- 15. Tomlinson, C. A. (2008). The goals of differentiation. Educational Leadership, 66(3), 26-30. Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted,27(2- 3), 119-145. References
Editor's Notes
- Assess teachers knowledge about differentiated instruction. Link to video https://www.youtube.com/watch?v=kn8faeuQjE0 Show this you-tube video to get attention of audience about a teacher that does not get differentiated instruction. After showing video. Discuss the video what are their impressions. What was the principle trying to get the teacher to understand.
- Expand how all this diversity along with the no child left behind impacts the need for all students to learn and be successful. Try together with this quote “Such evolutions leave teachers with the need to address learner variance in the regular classroom, rather than through organizational arrangements that have often served to relieve the classroom teacher of primary responsibility for attending to the needs of students who diverge markedly from the norm”(Tomlinson, C., Brighton. C.A., Hetberg, H. , Callahan, C. Moon, T, Brimijoin, K. Conover, L. & Reynolds, T. 2003, p. 120)
- Zone of proximal development is when student are working on content that challenges them but not to the point of frustration (Morgan, H. 2014). “It is guided by the premise that schools should maximize student potential, not simply bring students to an externally established norm on a test. To grow as much and as rapidly as possible, students must not only learn essential content, but also increasingly take charge of their own lives as learners” (Tomlinson, C.A, 2008, p. 27)
- On the sports team. The coach is a facilitator and mentor helping each player reach their full potential. He creates a game plan that allow his players to show their strengths. The Coach in the game not out their playing but is making adjustments as he sees the need of his team . There is a common goal of to win the game and implement the game plan. But each player does not reach that goal in the same way. Each player has their own position and part to play. running back, Offensive lineman, defensive back do not approach the goal and game plan their product all look very different but when put together as team they all get to the same goal. In the classroom the teacher is the coach their to help each student reach their full potential. Creating lessons plans that allow students to show their strengths. Students can still master the same essential skills but from different position. In the end just like in sports of winning and scoring points every students will master the big ideas.
- Expand that Content is how student access the information. Process is how they make sense of the content and product is the evidence of their learning. Ask whys they differentiate content, process and product in their classrooms now?
- Ask what are multiple intelligences? and expand as needed How can task that allow them to use their unique intelligences increase their engagement and their learning? In what ways is the task in the picture increase student motivation. Which of these strategies can this be showing and why?
- Pass out copies of lesson plan from model 3. Show the inquiry task. Explain that when student discover the connection they will have deeper understanding than if I told them the relationship. Show how I differentiate to help struggling students, average and advance learners in the inquiry process. “Tell me and I forget, Teach me and I remember, Involve me and I learn”(Confucius) Have teacher share a discovery lesson they have done. Have them come up with one thing that can adjust to help students at different readiness levels.
- Use my model two economic and math performance task: Show how it provides meaning to systems of linear inequalities. Answers the age old math question when will I ever use this. Show how it also geared toward student interest and choice as they decide on the products they are selling. “When student make their own decisions about what or how they will learn they fell empowered. Students often see learning as more meaningful when they can make choices that play to their interest and strengths” (Dack, H. & Tomlinson, C.A, 2014, p. 44-45)
- Use this to lead into video by Caroline Ann Tomlinson on getting started.
- Have teachers discuss what are two easy strategies that can start using in their classrooms Link to video https://youtu.be/LGYa6ZacUTM
- Feedback Teachers commented that I had a lot of good information and graphics were good. Organization not bad but could improve by thinking through more on logistics and technical issues that might happen and check to make sure everything is as it should be.