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Ohs plc diff inst
This document provides information about differentiated instruction. It begins by asking a series of multiple choice and short answer questions to assess knowledge of differentiation basics. These questions cover the three areas teachers can differentiate (content, process, product), how differentiation is developed according to students' readiness, interests, and learning profiles, and key terms like formative assessment and flexible grouping. The document then defines differentiation basics like pre-assessment, instruction, and summative assessment. It also explains flexible grouping strategies and how teachers can differentiate content, process, and product. Key terms explained include learning contracts, tiered activities, and tic-tac-toe boards.
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Ohs plc diff inst
- 2. WHAT DO YOUKNOW? 1.LIST THE THREE AREAS A TEACHER CAN DIFFERENTIATE. (3 PTS) 2.DIFFERENTIATION IS DEVELOPED ACCORDING TO A STUDENTS’ (THREE THINGS)? (3 PTS) 3.WHICH OF THE FOLLOWING IS CONSIDERED AN EXPERT IN THE FIELD OF DIFFERENTIATED INSTRUCTION? (1 PT) a.ROBERT MARZANO b.JOHN HATTIE c.CAROL TOMLINSON d.RICK SCOTT 4.WHEN DESIGNING A DIFFERENTIATED LESSON, THE LEARNING GOAL WILL ______________? (1 PT) 5.____________ IS A TERM THAT DESCRIBES HOW STUDENTS ARE GROUP FOR DELIVERY OF INSTRUCTION. (1 PT) 6.LIST ONE OF THE THREE TYPES OF ASSESSMENT USED WHEN IMPLEMENTING DIFFERENTIATED INSTRUCTION. (1 PT)
- 4. Differentiation Basics • Pre-assessment •Flexible Grouping (leveling) • Instruction • Formative Assessment • Adjusting Instruction • Flexible Grouping • Summative Assessment
- 5. Assessments Pre-assessment FlexibleGrouping (leveling) Instruction Formative Assessment Adjusting Instruction Flexible Grouping Summative Assessment Pre-Assessment Formative Assessment Summative Assessment BEFORE (finding out) DURING (keeping track & checking up) AFTER (making sure) Pre-test KWL Discussions Work/writing Samples Standardized Tests Teacher Observation Checklist Conference Peer Evaluation Observation Discussion Questioning Exit Cards Note Check Quiz Journal Entry Summary Self Evaluation Unit Test Performance Task Product Demonstration Portfolio
- 6. Flexible Grouping TEACHER-LED GROUPS(Valentino, 2000) Grouping Options Teacher's Role Activities Whole Class/ Small Groups Explains procedures Provides instructional scaffold Facilitates discussion Provides explicit instruction Affirms student diversity Outlining day's agenda/schedule Giving an overview of concepts Sharing student work Presenting strategies Developing background knowledge Individual Guides individual development Encourages individual student interests Applying key concepts, strategies and skills Composing written responses Completing understanding Creating own investigations STUDENT-LED GROUPS (Valentino, 2000) Collaborative Describes students' roles Describes students' interpersonal skills Encourages student interaction Monitors group effectiveness Guides understanding Affirms student diversity Organizing collaborative project Collaborating on projects Sharing group projects Discussing students' evaluation of group's success Applying key strategies and concepts Discussing different perspectives Performance- Based Identifies students' needs Provides instructional scaffold Provides explicit instruction Organizing short-term groups Introducing new concepts Teaching specific concepts, strategies and skills Dyad (Pairs) Identifies students' interests or needs Models instructional strategies Guides understanding Assisting partners Tutoring peers Responding to peer writing Collaborating Pre-assessment Flexible Grouping (leveling) Instruction Formative Assessment Adjusting Instruction Flexible Grouping Summative Assessment
- 7. TEACHERS CAN DIFFERENTIATE CONTENT WHATARE YOU TEACHING? "what" the student needs to learn or how the student will get access to the information PROCESS BY WHAT METHODS / ACTIVITIES YOU TEACH? "activities" in which the student engages in order to make sense of or master the content PRODUCT HOW WILL STUDENT LEARNING BE ASSESSED? "how" students demonstrate what they know, understand, and can do; culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit
- 8. ACCORDING TO STUDENT READINESS SKILLLEVEL ABILITY BACKGROUND KNOWLEDGE INTEREST STUDENT REQUEST OUTSIDE INTERESTS MOTIVATIONAL TOPICS LEARNING PROFILE LEARNING STYLE GROUPING PREFERENCE ENVIRONMENTAL PREFERENCE
- 9. Content Process Product ReadinessLeveled Text Enrichment Clusters Learning Centers Learning Contracts Tiered Lessons Tiered Assignments Questioning Techniques Jigsaw Compacting Anchor Activities Enrichment Clusters Compacting Alternative Assessment Graduated Rubrics Interest Independent Study I-Search Reports Open-ended activities Interest Stations / Centers Surveys of Interest Materials Interest Group/Station Choice Boards Interest Centers Independent Study Tic-Tac-Toe RAFT Learning Profile Entry Points Problem Based Project Based Note Taking Organizers Varied Approach Flexible Learning Environment Multiple Intelligence Graphic Organizers Menu Alternative assessment RAFT Tic-Tac-Toe
- 10.
- 11. LEARNING CONTRACT an agreementmade between the teacher and the student in which the student agrees to accomplish certain assignments.
- 12. MENU Provides students Providesstudents with some choice Can be tiered by readiness, learning style or interest
- 13. TIERED ACTIVITY beginning wherethey are, students will work at a level that builds on their prior knowledge but still provides for individual growth.
- 14. TIC TAC TOE canbe a great motivator for students to participate. It allows for student choice.
Editor's Notes
- #2 Differentiation is NOT:individualized instruction - primarily with whole-class and small flexible groups“dumbing down” - learning goals remain the same, the teacher finds myriad ways and means to achieve themjust working in small groups - whole class, in small groups, pairs or individuallyTeacher centered - student-centered, with the teacher basing decisions on how to ensure that each student reaches curriculum goals. She is the coach and coordinator of learning.All student choice – sometimes indulge student preference other times it’s better to ask them to stretchAlways easy - is ongoing and ever-changing. It takes a different kind of planning, preparation and execution of the days’ lessons, but the learning becomes more accessible to more students.
- #4 Stop looking at class as a group but as individuals. Responsive teaching –doesn’t mean we jettison content. We quit just teaching content – we teach content to humans – individuals.Planning for unpredictability. you already know when you teach this concept – some kids will struggle, some will get ahead, some lack vocab. Plan before I get behind. Don’t know yet who will need each. Be ready before it happensProactive differentiation - most say we differentiate instruction. most of us have a reactive- I teach the same lesson to all then try to help when someone gets off track. I kneel down, I ask them to stay after school… On the spot we try to correct (improvise is better than not realizing) hard to improvise when they can’t read the text. When we improvise content and kid don’t always connect
- #5 Pre-AssessmentTeacher prepared pre-testKWL Charts / Graphic OrganizersWriting Prompts/SamplesStudent demonstrations and discussionsStudent products and work samplesShow of handsStandardized Test DataTeacher observation/ChecklistFlexible grouping
- #6 Continuous assessment is imperative. See where kids are and where they need to go.Build community – if they become too competitive, they won’t cooperate as well.
- #8 Everyone’s work is equally appealing, equally rigorous. Students should be able to tell which is the dumb task.Learning goal is the same for everyone. It’s like peanut butter sandwiches for lunch every day.
- #10 I don’t care how wonderful your strategies / tools are – if kids feel like a buzzard it is hard to fly like and eagle.