(Muthu & Johnson) The Rest of the 7 Student-Centered Strategies of Assessment...
Taking differentiation by learning profile to the next level
1.
2. Review the definition of differentiation by
learning profile
Learn about various methods of using
differentiation by learning profile
Analyze examples of differentiation by
learning profile
Create examples of your own differentiated
by learning profile
3.
4. Differentiating by
Readiness leads to
Growth.
Differentiating by
Interest increases
Motivation.
Differentiating by
Learning profile
increases Efficiency.
5. Teachers collect formal or informal data
about student preferences in terms of one or
more of the following:
◦ Preferred learning styles
◦ Multiple intelligences
◦ Comfort level with competition
◦ Preference for group or individual work
◦ Preference for whole-to-part or part-to-whole
learning
◦ Whether they tend to be more introverted or
extroverted
6. When differentiating for learning profile teachers
often vary one or more of the following:
◦ Topics or aspects of topics related to unit content
◦ Activities that students use to process or make sense of
unit information
◦ Products or the ways students show what they have
learned in the unit
A teacher in a differentiated classroom should
balance opportunities over time to work in both
preferred and less-preferred modalities
7. Find ways of identifying student learning
preferences
Use that information to design differentiation
options
Ensure that all students reach the same KUD
goals no matter which task they choose or
are assigned
8. Students are
Students have a
generally more
choice in The final outcome
motivated to
selecting by what will be more
complete the
process or meaningful
work by virtue of
product they will comprehension of
the choice and by
demonstrate the material
their interest in
content delivered.
the
understanding.
process/product.
9. Student learning profiles are not static. They may change over
time and often vary according to the task and or the subject
matter. Creative Analytical Practical
Good at coming Good at Good at
up with ideas deciding how to learning
allocate time to through
projects interactions
with peers
Like making Like solving Like to
predictions logical problems concentrate on
the problem at
hand
Enjoy inventing, Enjoy sorting Enjoy taking
acting, and classifying, things apart and
designing new comparing and fixing them
things contrasting
10. The KUD: What you hear the teacher say:
Note that the teacher is clear that “It doesn’t matter to me how you show
all versions must lead to the same me that you know the parts of a plant
KUD: and how they work together to keep a
plant healthy.”
•Know parts of a plant and their •You could prepare a speech or a
functions museum exhibit commentary
•You could give a demonstration
•Understand that all parts of a •Design a PowerPoint
plant must be healthy and fulfill •Write an essay
their role for the whole plant to be •Film a cartoon
healthy
Choose something that you enjoy
doing but make sure that by looking at
•(Do) Be able to identify parts of your product, I have a clear sense that
plants and their function in you have met our unit goals for this
keeping a plant healthy chapter.”
11. Know
Understand
Do
Analytical Prompt Practical Prompt Creative Prompt
Analyze, judge, critique, Implement, apply, use, Invent, discover, imagine,
compare, contrast, demonstrate, teach, put suppose, design, predict,
evaluate, diagram, into practice, convince, find a new way, promote,
identify, explain, assess, show how, employ, make develop, encourage, use
present a step-by-step practical unusual materials
approach
12.
13. The KUD: What you hear the teacher say:
The students move toward the “To prepare for our triathlon
following KUD: experience I have broken our
classroom into three stations, you have
a choice:
•Know what a triathlon looks like
•Know the required training •Watch a brief video on how a former
necessary to complete a triathlon student prepared and write a checklist
for yourself in order to complete a
•Understand that training, support triathlon
and a good plan lead to
completion of a successful race •Partner up in order to time, watch and
encourage your classmate who will run
a triathlon
•(Do) Be able to identify skills in
swimming, biking and running a •Run a triathlon and reflect how it
triathlon went, write a brief memo to yourself
that discusses what you need to
improve your overall performance for
the race
16. The KUD: What you hear the teacher say:
In this introductory lesson, the
teacher wants all students to
“To get started with today’s work
•Know what alliteration is on alliteration in poetry, you may
choose to listen to poems using
•Understand that alliteration alliteration, read poems that use
creates a consistent pattern that alliteration, or write a poem using
catches the mind’s eye and alliteration.”
focuses attention on that part of
the text
•(Do) Be able to identify alliteration
in poetry and its impact on the
reader
17. Know
Understand
Do
Environmental Emotional Sociological Physiological Psychological
Prompt Prompt Prompt Prompt Prompt
Hear, design Feel, Work in Perceive, Analyze, reflect
motivates pairs, work engage
on own
18. Should NOT DO Should DO
Over promote learning styles as a Take care to explain the term
concept in presentation/coaching “learning profile” and the role of
“learning styles” in that umbrella
concept
Use/trust learning styles Emphasize the malleability of the
inventories brain and stress the value of
students using all of their
potential-even while capitalizing
on their strengths
Categorize learners by learning Be clear that an individual learns
style differently in different contexts
Assign students to learning style Offer varied ways to take in,
tasks without good cause explore, and express learning
Generalize to an individual or to a Teach in a variety of ways
group
19. Reviewed the definition of differentiation by
learning profile
Learned about various methods of using
differentiation by learning profile
Analyzed examples of differentiation by
learning profile
Created examples of your own differentiated
by learning profile
