Paul Gauguin <ul><li>Where do we come from? </li></ul><ul><li>What are we? </li></ul><ul><li>Where are we going? </li></ul>
Where do we come from? <ul><li>What is our background in teaching? </li></ul><ul><li>Why do we think and act the way we do...
What are we? <ul><li>What is the function of teaching? </li></ul><ul><li>What is our ultimate job in the world? </li></ul>...
Where are we going? <ul><li>What predictions can we make about the world of the next fifty years? </li></ul><ul><li>Why sh...
Differentiated Instruction
Welcome aboard <ul><li>Corners of Understanding and Teaching </li></ul><ul><ul><li>Confucius told us that the teacher shou...
More from the Master: <ul><li>The Master said: “He who keeps on reviewing his old and acquiring new knowledge may become a...
We have heard most of this before <ul><li>We understand: </li></ul><ul><li>10% of what we hear </li></ul><ul><li>15 % of w...
Step One: <ul><li>Metaphorical thinking:  </li></ul><ul><li>I am a __________ because I _________. </li></ul><ul><li>Now i...
Step Two: <ul><li>Now that we might recognize that there are in fact differences we need to think about them. </li></ul><u...
Big Questions: <ul><li>What should students know and be able to do? </li></ul><ul><li>How will I (and my students) know wh...
Question #1: What should my students be able to know and do? <ul><li>Teachers need to have a solid grasp on a common curri...
Question #2: How will I, and my students, know when they are successful? <ul><li>Determine meaningful goals </li></ul><ul>...
Question #3: What learning experiences will facilitate my  students’ success? <ul><li>Given: Teachers must complete an ana...
Attribute #1:Instructional strategies should be congruent with desired learning <ul><li>The single biggest error made in o...
Attribute #2 <ul><li>Instructional strategies address levels of thinking. </li></ul><ul><li>Two models of thinking </li></...
Blooms Taxonomy <ul><li>Knowledge </li></ul><ul><li>Comprehension (understanding) </li></ul><ul><li>Application </li></ul>...
Levels of Thinking <ul><li>Using Bloom’s Question and Task Wheel </li></ul><ul><ul><li>1.  Read over the tasks/products on...
Attribute #3: Instructional Strategies are Learning Compatible <ul><li>Brain research helps us understand why certain stra...
Reflection <ul><li>Using the reflection you created based on the Tomlinson article you read and all the material we have d...
Homework <ul><li>Tomlinson Ch. 1-4 </li></ul><ul><li>Use ONE of the three graphic organizers and take notes on ONE of the ...
EXIT CARDS <ul><li>On one of the index cards please write at least one burning question that you have about DI now that we...
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Differentiated Instruction Class 1

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  • 15 Min: 1897 Paul Gauguin decides to kill himself. Before he went out into the woods and drank a dram of poison he spent the last month of his life painting this masterwork. Take a look at it and write down five things that you see that you don’t think that anyone else in the room will point out. Write them down. Go over them.
  • 10 min: The point of this is two fold: One Marzano talks about how metaphorical thinking is a wonderful way of getting your students to think and apply knowledge. You can do this in many different ways. You can structure it or let it go. World War I is like an ice cream cone because… The second reason I did this was to walk around the room and see that everyone worked differently. Some worked as individuals, others talked, some color, some not, some felt comfortable some did not. This is your classroom. Sure I didn’t differentiate this assignment because the first thing we have to realize is that everyone is unique. I took notes while you were working (do the same with your students).
  • 10 min: While they are filing this out, walk around the room and look at what they are doing. Give some suggestions. Go over some of them. Let them talk.
  • 15 Min: At this point give them practice sheet #1: Concept or Topic and have them do it individually then pair/share. Show them a Essential/Important/Nice chart from WHII and then explain how to do it. Give them a blank one and have them work on it.
  • 15 min: At this point they should do practice #2: Congruent or not? Have them do this individually and then pair/share with another person.
  • Give out the question and task design wheel
  • 20 min: After five minutes of this, give out practice #3 and have them fill it out.
  • Differentiated Instruction Class 1

    1. 2. Paul Gauguin <ul><li>Where do we come from? </li></ul><ul><li>What are we? </li></ul><ul><li>Where are we going? </li></ul>
    2. 3. Where do we come from? <ul><li>What is our background in teaching? </li></ul><ul><li>Why do we think and act the way we do? </li></ul><ul><li>What has influenced the way we teach? </li></ul><ul><li>What can we learn from past practice? </li></ul>
    3. 4. What are we? <ul><li>What is the function of teaching? </li></ul><ul><li>What is our ultimate job in the world? </li></ul><ul><li>What does it mean to be a teacher? </li></ul><ul><li>What does it mean to be here in the twenty-first century? </li></ul>
    4. 5. Where are we going? <ul><li>What predictions can we make about the world of the next fifty years? </li></ul><ul><li>Why should we study our practice? </li></ul><ul><li>How can we improve student learning? </li></ul><ul><li>How do can we deal with the stresses of standardization and meet the needs of all students? </li></ul><ul><li>How can I improve in the future? </li></ul>
    5. 6. Differentiated Instruction
    6. 7. Welcome aboard <ul><li>Corners of Understanding and Teaching </li></ul><ul><ul><li>Confucius told us that the teacher should reveal one corner to the students and that they should come back with the other three. </li></ul></ul><ul><ul><li>I know plenty of teachers who are disappointed, indignant, and eventually destroyed by the fact that nobody has handed them all four corners…It is up to us to read and to collaborate with the children to find the other three corners. And because teaching must be a renewable contract, if we don’t keep seeking new understanding, we’ll find that the corners we thought we knew very well will keep slipping away. There are constant, subtle shifts in the schoolroom. One can never be sure of knowing the floor plan forever and ever </li></ul></ul><ul><ul><ul><ul><ul><li>Susan Ohanian On Stir-and Serve Recipes for Teaching, 1988 </li></ul></ul></ul></ul></ul>
    7. 8. More from the Master: <ul><li>The Master said: “He who keeps on reviewing his old and acquiring new knowledge may become a teacher of others.” Book II:xi </li></ul><ul><li>That is why we are here, to improve on our prior knowledge and gain new ideas so as to become teachers of others. </li></ul>
    8. 9. We have heard most of this before <ul><li>We understand: </li></ul><ul><li>10% of what we hear </li></ul><ul><li>15 % of what we see </li></ul><ul><li>20 % of what we both see and hear </li></ul><ul><li>40 % of what we discuss </li></ul><ul><li>80 % of what we experience </li></ul><ul><li>90 % of what we teach others </li></ul>
    9. 10. Step One: <ul><li>Metaphorical thinking: </li></ul><ul><li>I am a __________ because I _________. </li></ul><ul><li>Now illustrate the drawing! You may: </li></ul><ul><ul><li>Use markers, pens, pencils, etc </li></ul></ul><ul><ul><li>Use color or black and white </li></ul></ul><ul><ul><li>Use the paper provided or your own </li></ul></ul><ul><ul><li>Use colored or white paper </li></ul></ul><ul><ul><li>Work independently or consult with your neighbors </li></ul></ul><ul><ul><li>Work from memory or imagination </li></ul></ul><ul><ul><li>You have five minutes! </li></ul></ul>
    10. 11. Step Two: <ul><li>Now that we might recognize that there are in fact differences we need to think about them. </li></ul><ul><li>I have placed a paper entitled Your Beliefs About Teaching and Learning on your table. Please take a moment and fill it out. </li></ul>
    11. 12. Big Questions: <ul><li>What should students know and be able to do? </li></ul><ul><li>How will I (and my students) know when they are successful? </li></ul><ul><li>What learning experiences will facilitate my students’ success? </li></ul>
    12. 13. Question #1: What should my students be able to know and do? <ul><li>Teachers need to have a solid grasp on a common curriculum and must be very clear about intended learning. </li></ul><ul><ul><li>This includes district/state frameworks </li></ul></ul><ul><ul><li>Essential/Important/Nice to know information </li></ul></ul><ul><ul><li>Key concepts </li></ul></ul><ul><ul><li>Key generalizations or principles </li></ul></ul><ul><ul><li>Essential questions </li></ul></ul><ul><ul><li>Essential skills </li></ul></ul><ul><ul><li>Framing the learning </li></ul></ul>
    13. 14. Question #2: How will I, and my students, know when they are successful? <ul><li>Determine meaningful goals </li></ul><ul><li>Create summative assessment talks that are tied to performance goals. </li></ul><ul><li>Share/explain exemplars and rubrics to indicate standards of quality. </li></ul><ul><li>Pretest </li></ul><ul><li>Provide instruction to match determined needs </li></ul><ul><li>Check for understanding frequently. (Formative assessment) </li></ul><ul><li>Allow for student self-assessment </li></ul>
    14. 15. Question #3: What learning experiences will facilitate my students’ success? <ul><li>Given: Teachers must complete an analysis of the necessary instructional techniques to be sure their instructional strategies are the best ones for their students and the desired learning. </li></ul><ul><li>An effective instructional strategy has three critical attributes: </li></ul><ul><ul><li>1. Instructional strategies are congruent with desired learning </li></ul></ul><ul><ul><li>2. Instructional strategies address a variety of levels of thinking </li></ul></ul><ul><ul><li>3. Instructional strategies are learning compatible </li></ul></ul>
    15. 16. Attribute #1:Instructional strategies should be congruent with desired learning <ul><li>The single biggest error made in our classroom daily is the mismatch between the learning objective and the instructional strategies selected by the teacher. </li></ul><ul><li>It may be a GREAT activity, but is it the RIGHT one? </li></ul>
    16. 17. Attribute #2 <ul><li>Instructional strategies address levels of thinking. </li></ul><ul><li>Two models of thinking </li></ul><ul><li>Bloom’s Taxonomy and Understanding by Design Six Facets of Understanding </li></ul>
    17. 18. Blooms Taxonomy <ul><li>Knowledge </li></ul><ul><li>Comprehension (understanding) </li></ul><ul><li>Application </li></ul><ul><li>Analysis </li></ul><ul><li>Synthesis </li></ul><ul><li>Evaluation </li></ul>
    18. 19. Levels of Thinking <ul><li>Using Bloom’s Question and Task Wheel </li></ul><ul><ul><li>1. Read over the tasks/products on the outer rim. </li></ul></ul><ul><ul><li>2. List those tasks/products that would be appropriate for students in your courses. </li></ul></ul><ul><ul><li>3. Be sure to choose a well-balanced selection that moves along the thinking skill continuum. </li></ul></ul>
    19. 20. Attribute #3: Instructional Strategies are Learning Compatible <ul><li>Brain research helps us understand why certain strategies increase retention and contribute to enduring understanding. </li></ul><ul><li>1. Varied sources of input </li></ul><ul><li>2. Meaningful and active learning </li></ul><ul><li>3. Timely and appropriate feedback </li></ul><ul><li>4. Safe, non-threatening environment </li></ul><ul><li>5. Reflection time for student information processing </li></ul>
    20. 21. Reflection <ul><li>Using the reflection you created based on the Tomlinson article you read and all the material we have discussed so far today: </li></ul><ul><li>1. Reflect on where you are in a standards-based environment and differentiated instruction as you know about it so far. </li></ul><ul><li>2. Reflect on what you could focus on to create a standards-based environment and bring DI into your classroom. </li></ul>
    21. 22. Homework <ul><li>Tomlinson Ch. 1-4 </li></ul><ul><li>Use ONE of the three graphic organizers and take notes on ONE of the chapters. </li></ul><ul><li>Choose ONE class you are currently working with or ONE subject area you teach your students and develop a concept that would be appropriate for the curriculum. Working with this concept, develop some key generalizations, or principles, and some essential questions. Ask your kids to help you. Use worksheet provided to help you out. </li></ul>
    22. 23. EXIT CARDS <ul><li>On one of the index cards please write at least one burning question that you have about DI now that we have spent a few hours looking at it in a brief overview. </li></ul><ul><li>Turn in the question to me as you leave and be sure to take the homework sheets on your way out. </li></ul><ul><li>Have a great evening and see you next week! </li></ul>

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