1 / 17

Presenters : DIANE HEACOX

Presenters : DIANE HEACOX. Presenters : RICK WORMELI. What is fair... ...isn’t always equal. . DI is NOT…. An IEP ( individualized education program ) for each student Unstructured Another word for tracking Giving additional busywork for accelerated students

aron
Download Presentation

Presenters : DIANE HEACOX

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Presenters:DIANE HEACOX

  2. Presenters:RICK WORMELI

  3. What is fair......isn’t always equal.

  4. DI is NOT… • An IEP (individualizededucationprogram) foreachstudent • Unstructured • Anotherwordfor tracking • Givingadditionalbusyworkforacceleratedstudents • Havingdifferentgoalsforkids • Havingdifferentstandardsforkids • Wateringdownthecurriculum • A program, model, orrecipe

  5. Then, whatisit?DI is… • Mostly a mind set • A way of thinkingaboutwhatwe are after, who are mykids, and how am I goingtogetthemwhere I want • Pro-actively plan tomaximizetheirlearning • A professional and responsivemind set • Whenthereis rigor, relevance, and respectfulrelationships • A journey – Onesizefitsallapproachto a differentatedlearning

  6. How do I differentiatemystudents? • Howtheylearnbest • Whatintereststhem • Readinessforthecontent – avoidusingtheterm “ability”

  7. Gettingtoknowyourstudent´sprofile • Learner Profile: Any Factor that might Influence Learning • Family dynamics (if influential) SES504LD • Physical healthSpeech and Language Issues Nationality (if influential)Religious affiliation (if influential) Multiple IntelligencesPersonal background/experiences EthicsPersonal interests: sports, music, • television, movies, books, • hobbies, other Myers-Briggs Personality Inventory Bernice McCarthy’s 4MAT Tourette’s SyndromeDown’s SyndromeVisually Impaired • Transiency rateIEPELLGifted/AdvancedEmotional health Behavior/Discipline concerns Diet (if influential) • Technology access/comfort Arts – comfort/profiency Leadership qualities Collaboration • Weekly schedulePolitics (if influential) Anthony Gregorc Scale Home responsibilities ADHDAsperger’s Syndrome Hearing ImpairedAuditory Processing issues

  8. ParticularlyHelpful • “Gettoknowyou” Activities • Bestwayfor me tolearn (subject) cards • Parentassignment “in a 1,000,000 wordsorlesstell me aboutyourchild” • Studentswrite a letter as iftheyweretheirparentswriting a lettertotheirteacherabouttheirchild. • Share commonexperiences

  9. Where do I start? • Curriculum and learninggoals • Planning- Don´taskyourselvesaboutwhatyouwantyourkidsto do duringtheclass, butinsteadwhat do youwantthemtounderstand more • Focus off theactivities and focus more onthelearning • Plan byyourresults (goals set) and then plan yourteaching • Assess – notthesame as test! = • GatheringInformation Extra strategiesyoumightwantto use: http://www.youtube.com/watch?v=RN3i0Ws06vA&sns=tw

  10. Whenshouldyoudifferentatiate? • Ifyouteach a lesson and… • Themajorityunderstands, butonly a few are lostyoushould… • Ifthemajority of theclassdidn´tunderstandyoushould… • Ifhalf of theclassdidunderstandbuttheotherhalfdidn´tyoushould…

  11. In a DI classroomstudentsshould be abletoanswer… • Whatisthepurpose of thislesson? • Whyisthisimportanttolearn? • In whatways am I challengedtothink in thislesson? • Howwill I apply, assess, orcommunicatewhatI´velearned? • Howwill I knowhowgoodmyworkis and how I can improveit? • Do I feelrespectedbyotherstudents in thisclass? • Do I feelrespectedbytheteacher in thisclass?

  12. Conclusion • So, in conclusionyoucan´t do differentiation in each and everyone of yourclasses: • Youteachyourtopic. Example: Comparatives and Superlatives • NextClassorwithinthatsameclassyouassess • Basedontheinformationthrownbytheassessmentyou plan. • Makesurethatyourlessons are focusedin thelearning, notin theactivities. • Thatthey are alsocoherentwiththegoals set fromthebeginning.

  13. Takethisintoaccount! • DIFFERENTIATION MIGHT SEEM COMPLICATED AT FIRST, BUT ITS NOT, AT THE END YOU WILL END UP WITH A CLASSROOM FULL OF ENGAGED ENTHUSIASTIC LEARNERS!!!

  14. links • http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html • http://www.youtube.com/watch?v=QaCgcf3ozZo&feature=c4-overview&list=UU5mN2B-2JYc9XiK1qFQjeSg • http://www.youtube.com/watch?v=FSIkjNaICsg • http://www.youtube.com/watch?v=eaIvk1cSyG8 • http://www.youtube.com/watch?v=TXMR2THtHcg&list=TLmDG-MqdxOZU • http://www.sde.com/di2013/ • http://www.sde.com/video/Hollas_Intro2DI.asp

  15. Examples of DI classes • http://www.sde.com/video/Dick_WhatDILooksLike.asp • http://www.sde.com/video/Dick_DIMathLesson.asp

  16. Tools forDifferentiation • http://toolsfordifferentiation.pbworks.com/w/page/22360094/FrontPage • www.learningstyles.net • www.kathleenkryza.com

More Related