Differentiating instruction for young learners
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Differentiating Instruction for Young Learners. Lori Elliott SDE [email protected] How are teachers and hamsters similar?. Children’s behavior and needs don’t suddenly change on their birthdays. Developmental age does not always match chronological age.

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Differentiating instruction for young learners

Differentiating Instruction for Young Learners

Lori Elliott

SDE

[email protected]


How are teachers and hamsters similar

How are teachers and hamsters similar?


Child development

Children’s behavior and needs don’t suddenly change on their birthdays.

Developmental age does not always match chronological age.

Individual development is uneven.

Child Development


Yardsticks by chip wood

2nd Edition

Available August 9

Yardsticks by Chip Wood


Birthday cluster

Birthday Cluster

  • Get to know your students by listing them youngest to oldest.

  • Look for clusters.

  • Do you have a developmentally young or old class?

  • Anticipate the changes over the year and as you approach testing time.


What is differentiated instruction

What is Differentiated Instruction?

It’s consistently and proactively creating different pathways to help all your students to be successful.

~Betty Hollas


Differentiated instruction

Differentiated Instruction

Based on Student Differences

Teach a concept at multiple levels

Assessment is Ongoing

Flexible Grouping


Tier your lessons

Tier Your Lessons?

Multiple Pathways


We can tier by

We Can Tier By:


Developing a tiered assignment

Developing a Tiered Assignment

  • Know:

  • Understand:

  • Be Able to Do:


When differentiating you must know

Hollas, B. (2005)

When Differentiating You Must Know . . .

  • each child’s readiness level.

    • early readiness

    • readiness

    • advanced readiness

  • each child’s interests. (p. 138)

  • how each child learns best. (p. 139)

  • how the child feels about the classroom, him/herself, and learning.

Toonaday.com


Did you know

Did You Know?

  • 46% of people are visual learners

  • 19% of people are auditory learners

  • 35% of people are kinesthetic learners

VAK


Morning meeting

Morning Meeting

  • Class meets in a circle daily for 15-30 minutes.

  • Greeting

  • Sharing

  • Group Activity

  • News and Announcements


Greeting

Greeting

  • Set Morning Meeting Guidelines.

  • Teach eye contact and proper speaking techniques.

  • Discuss, model and practice greetings in a friendly way.

  • Sets a positive tone for the day.

  • Provides a sense of recognition and belonging.


Www originsonline org

www.originsonline.org


Group activity

Group Activity

  • Songs

  • Games

  • Chants

  • Poems


The wishy washy washerwoman

The Wishy-Washy Washerwoman

In the deep dark jungle where nobody goes

There’s a wishy-washy washerwoman washing her clothes

She goes “Ooh, ahh, ooh, ahh,

Ooh ahh ahh and a ringy-ding-ding!”


Black socks

Black Socks

Black socks, they never get dirty,

The longer I wear them, the stronger they get!

Sometimes I think I should wash them,

But something inside me keeps saying , “Not yet! Not yet! Not Yet!


Sharing

Whole group: Each person shares one thing about a specific topic.

Interactive: One person briefly shares and invites questions.

Focused: Interactive, but speaker addresses a specific topic.

Partner: 2 people share about a topic. One partner summarizes for the group.

Sharing


News and announcements

News and Announcements

Morning Message

  • K-2 Use a regular and predictable format.

  • Include a place for students to interact with the message.


Ways we can differentiate

Ways We Can Differentiate

Process

Content

Environment

Product


Environment

Environment

  • Equipment

  • Grouping of Students

  • Location


Website differentiation

Website Differentiation

  • Introduce a Concept

  • Practice a Skill

  • Extend a Concept

  • Review a Concept


Bookmark sites

Bookmark Sites

  • I Keep Bookmarks

  • Google Bookmarks

  • Delicious

  • Portaportal


Office

Office

  • Word for Writing

  • Publisher for Advertisements/Shorter Pieces

  • Newspapers

  • Brochures

  • Excel: Higher Levels

  • Digital Portfolio


Powerpoint

PowerPoint

  • Lessons

  • Alternative to Reports

  • Use the Narration Feature

  • Bigger Audience: Share with Community Leader

  • Post Online


Movies

Movies


Assessment

Assessment?


Movement

Movement

  • Movement involves more of a student’s brain than does seatwork since movement accesses multiple memory systems. (Jensen, 2001)

  • Having students stand up, walk, jump, and clap as they review, understand, or master material will strengthen their procedural memories. (Sprenger, 1999)


Differentiating instruction for young learners

The Liberty Bell . . .

Here’s a story

Of the Liberty Bell

It cracked the first time it was rung.

They tried to fix it; it cracked again;

It weighed at least a ton!

Then one day while the bell was in Pennsylvania,

People saw it and thought how they were free

The crack . . . . was just like America

We struggled for liberty

The Liberty Bell! . . .ding!

The Liberty Bell! . . .ding!

That’s the way . . . . . it became the Liberty Bell!

Ding da ding ding!


Snowball fight

Hollas, B. (2005)

Snowball Fight


Vocabulary in motion

Vocabulary in Motion

Hollas, B. (2005)


Give me five five critical questions to ask while reading

Hollas, B. (2005)

Give Me Five!Five Critical Questions to Ask While Reading

  • What mental pictures do I see? (Visualization)

  • What does this remind me of? (Connection)

  • What do I know, even though I wasn’t told this information in the text? (Inference)

  • What might happen next? (Prediction)

  • What was this mostly about? (Summarization)


Differentiating instruction for young learners

Thinking takes time.

WAIT – Pair/Share – Hands

Differentiated Wait Time


I have who has

Hollas, B. (2005)

I Have . . . Who Has???

Toonaday.com


I m done what do i do now

Hollas, B. (2005)

I’m done . . .What do I do now??

What are anchor activities?

  • specified ongoing activities on which students work independently

  • ongoing assignments that students can work on throughout a unit

    Why use anchor activities?

  • provide a strategy for teachers to deal with “ragged time” when students complete work at different times

  • they allow the teacher to work with individual students or groups

  • provides ongoing activities that relate to the content of the unit

  • allow the teacher to develop independent group work strategies in order to incorporate a mini lab of computers in classroom


Think tac toe

Think-Tac-Toe


R a f t

R.A.F.T.

Format

Love letter

Friendly letter

Business letter

Rap

Role

Fraction

Teacher

Reporter

Songwriter

Audience

Decimal

Students

Public

Singer

Topic

Explain Relationship

Book Talk

Causes/effects of the current economic situation

Economics


Assessment1

Hollas, B. (2005)

Assessment

  • Pre-assessment: Determine students’ prior understanding and readiness for the content.

  • Formative Assessment: Tracking students’ progress throughout the learning process as well as giving them the opportunity to track their own growth.

  • Summative Assessment: Making sure they’ve reached the goals that have been set.


Differentiating instruction for young learners

Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA. ASCD


Differentiating instruction for young learners

Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA. ASCD

Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA. ASCD

It is the assessment which helps us distinguish between teaching and learning.


Differentiating instruction for young learners

Model for Differentiating Instruction

What do I differentiate?

Sources

Process

Product

What criteria do I use to select sources, processes and products?

Readiness

Interests

Learning Style

What principles guide my planning?

Meaningful tasks

Flexible

Grouping

Ongoing Assessment and Adjustment


Differentiating instruction for young learners

Pre-assess

Instruction/

Formative

Assessment

Remediation/

Enrichment

The Teaching Wheel

Summative Assessment

Data Analysis


Learning logs and response journals

Hollas, B. (2005)

Learning Logs and Response Journals


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