Ticl cohort 2_presents


Published on

PowerPoint done in Google Docs centering on Differentiated Instruction

Published in: Education, Technology
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Ticl cohort 2_presents

  2. 2. What is Differentiated Instruction and What is NOT Differentiated Instruction? GRP 1 <ul><li>  </li></ul>
  3. 3. Differentiated Instruction is not...
  4. 4. Differentiated is...
  5. 5. More info on what DI is....
  6. 6. Pretend this is us... <ul><li>  </li></ul>
  7. 7. Why Should one Teach for Learner Differences?  GRP 2 <ul><li>Differentiated learning helps prepare students for life after high school. </li></ul>
  8. 8. Why differentiate? <ul><li>Not everyone learns the exact same way. </li></ul>
  9. 9. Why differentiate? <ul><li>Get to know the skills of your kids and adjust your instruction and assessments accordingly. </li></ul>
  10. 10. The 3 (or 4) Elements That Can be Differentiated and What Your Group Feels are the 4 Most Important Non-Negotiables GRP3 <ul><li>  </li></ul>
  11. 11. What can be Differentiated? <ul><li>1.  Content - What teacher plans to teach . </li></ul><ul><ul><li>         Aligns tasks and objectives to learning goals. </li></ul></ul><ul><ul><li>         Instruction is concept focused and principle driven. </li></ul></ul><ul><ul><li>         Several elements and materials are used to support  </li></ul></ul><ul><li>          instructional content.        </li></ul><ul><li>2.  Process - How the teacher plans instruction . </li></ul><ul><li>         Whole class, Small groups, Paired learning, Independent </li></ul><ul><ul><li>         Flexible grouping is consistently used. </li></ul></ul><ul><ul><li>         Classroom management benefits students and teachers </li></ul></ul><ul><li>3.  Product - The assessment of content. </li></ul><ul><li>         Initial and on-going assessment of student readiness    </li></ul><ul><li>               and growth are essential. </li></ul><ul><ul><li>         Students are active and respoinsible explorers. </li></ul></ul><ul><ul><li>         Vary expectations and requirements for student </li></ul></ul><ul><li>                 responses. </li></ul>
  12. 12. What is Non-Negotiable? <ul><li>An environment that is a catalyst for learning. </li></ul><ul><ul><li>caring, nurturing,respectful, engaged </li></ul></ul><ul><li>  </li></ul><ul><li>Respectful task for each student. </li></ul><ul><ul><li>challenging, opportunities to expand on learning </li></ul></ul><ul><li>  </li></ul><ul><li>Modification of content, process, product, affect, and learning environment to address student needs. </li></ul><ul><ul><li>consistently, constantly analyzing content, process, and </li></ul></ul><ul><li>         product with clear objectives and goals. </li></ul><ul><li>  </li></ul><ul><li>Attention to student readiness, interest and learning profiles to create flexible grouping. </li></ul><ul><ul><li>pre-assessment, varied instructional and assessment methods </li></ul></ul>
  13. 13.   Characteristics of a Differentiated Class, According to Tomlinson:   GRP 4 http://www.youtube.com/watch?v=6P-XVPFXL4I&feature=related&safety_mode=true&persist_safety_mode=1&safe=active
  14. 15. <ul><li>*Teacher Focuses on the Essentials </li></ul><ul><li>     - students grasp the concepts, principles, and skills of each subject with clarity </li></ul><ul><li>  </li></ul><ul><li>*Teacher Attends to Student Differences </li></ul><ul><li>     -  based on their experiences, culture, gender, genetic code, and nuerological      wiring </li></ul><ul><li>  </li></ul><ul><li>*Assessment and Instruction are Inseperable </li></ul><ul><li>       - assessment is today's means of understanding how to modify tomorrow's     instruction   </li></ul>
  15. 16. <ul><li>*Teacher Modifies Content, Process, and Product </li></ul><ul><li>  </li></ul><ul><li>- Content: what the students to learn and materials through which that is accomplished </li></ul><ul><li>  </li></ul><ul><li>- Process: describes activites designed to ensure that students use key skills to make sense out of essential ideas and information </li></ul><ul><li>  </li></ul><ul><li>- Product: vehicles through which students demonstrate and extend what they learn </li></ul><ul><li>  </li></ul><ul><li>May have to modify content, process, or product based on student readiness, intrerest level, and learning profile </li></ul>
  16. 17. <ul><li>* All Students Participate in Respectful Work </li></ul><ul><li>        - respect the readiness level of each student </li></ul><ul><li>     - expect all students to grow and support their continual growth </li></ul><ul><li>     - offer all students the opporotunity to explore the essential understandings and skills that will continue to be changing </li></ul><ul><li>     - all students have tasks that are interesting, important, and engaging - </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>* The Teacher and Students Collaborate in Learning </li></ul><ul><li>     - they are partners in shaping all parts of their learning </li></ul><ul><li>     - teacher is leader and involves her students, followers, in their learning journey </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  17. 18. <ul><li>* The Teacher Balances Group and Individual Norms </li></ul><ul><li>      - accelerate student's skills and understanding as rapidly as possible </li></ul><ul><li>     - ensure student and parents are aware of student goals and growth compared to their class </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>* The Teacher and Students Work Together Flexibly </li></ul><ul><li>      - use material flexibly and employ flexible pacing </li></ul>
  18. 19. What Role Can Technology Play in Teaching for Learner Differences? <ul><li>1. Enables teachers to deliver instruction through multiple forms of media. </li></ul><ul><li>  </li></ul><ul><li>Structured Writing: students can respond in online diaries or blogs or to images or videos. </li></ul><ul><li>  </li></ul><ul><li>Science : access to videos through youtube or other sites, online labs, or science-based information on age-specific websites such as sciencedaily.com or scienceforkids.com </li></ul><ul><li>  </li></ul><ul><li>Math : Using word processor/spreadsheet to highlight, color code, etc. to help with visual learners. Animation and other multi-sensory tools can apply to visual and auditory learners. Computer-based problems can present info in small chunks. </li></ul>
  19. 20. 2. Give students options. <ul><li>Digital media can allow kinethetic learners to show their abilities, not disabilities. For ex: PowerPoint, comic strips, videos, and animations. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Technology can support visual learners by offering &quot;nonlinguistic presentations and using imagery to ... kept students engaged and enrich learning&quot; (Marzano, 2001).         For ex: graphs, diagrams, drawings, and physical models. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>http://www.edutopia.org/stw-differentiated-instruction-ten-key-lessons </li></ul><ul><li>  </li></ul>
  20. 21. Other ways technology enhances teaching for learner differences: <ul><li>3. Technology can provide immediate feedback to students. </li></ul><ul><li>  </li></ul><ul><li>4. Students can drive their learning. </li></ul><ul><li>         a. Students can practice independent skills. </li></ul><ul><li>         b. Students can practice time management skills. </li></ul><ul><li>         </li></ul><ul><li>5. Students have ownership in their work. </li></ul><ul><li>  </li></ul><ul><li>6. Students can share the final product through a variety of media. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Watch &quot;10 Tips for Using Technology in the Classroom&quot; </li></ul><ul><li>http://www.youtube.com/watch?v=xiisteObuhk </li></ul><ul><li>  </li></ul>
  21. 22. How Can a Teacher Manage Differentiated Instruction?  How Much More Work is Required? GRP 6 <ul><li>  </li></ul><ul><li>Flexibility: Consider multiple ways of grouping: </li></ul><ul><ul><li>student ability, learning style, or personal interest </li></ul></ul><ul><ul><li>Do you want a variety or the same abilities, styles or interests for the group? </li></ul></ul><ul><li>Plan all aspects of activity carefully </li></ul><ul><ul><li>activity should be student led </li></ul></ul><ul><ul><li>student voice and student choice are essential </li></ul></ul><ul><ul><li>have must do's and may do's since different groups will finish at different times </li></ul></ul><ul><ul><li>  Present assignment like a menu: choose an appetizer, main course, and dessert if extra time </li></ul></ul><ul><li>  </li></ul>Consider layered lessons
  22. 23. <ul><li>  </li></ul><ul><li>Provide checklists for each task </li></ul><ul><li>  </li></ul><ul><li>Select a teacher's aide from each group to help give instructions </li></ul><ul><li>  </li></ul><ul><li>Praise groups for their strengths </li></ul><ul><li>  </li></ul><ul><li>Encourage students to find their own answers to questions </li></ul>Tips for a great lesson
  23. 24. How Much More Work is Required?   Keep it simple Make one change at time Build each time you teach it Divide up the work with grade level, team or department   Don't differentiate everything - choose 1: process, product, or content
  24. 25. What does a classroom in which the teacher is differentiating instruction look like?  GRP 7 <ul><li>A picture is worth a thousand words, a video is worth a million... </li></ul>
  25. 29. Video
  26. 30. Video
  27. 31. Video
  28. 33. Video