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Hitting a Home Run with Differentiation!

Hitting a Home Run with Differentiation!. Say the direction each arrow is pointing. Move in the direction each arrow is pointing. Say the direction each arrow is pointing and move in the same direction. Say the opposite direction each arrow is pointing.

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Hitting a Home Run with Differentiation!

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  1. Hitting a Home Run with Differentiation!

  2. Say the direction each arrow is pointing

  3. Move in the direction each arrow is pointing

  4. Say the direction each arrow is pointing and move in the same direction

  5. Say the opposite direction each arrow is pointing

  6. Move the opposite direction each arrow is pointing

  7. Say and move in the opposite direction each arrow is pointing

  8. Say the OPPOSITE direction the arrow is pointing, but move in the SAME direction the arrow is pointing

  9. Say the SAME direction the arrow is pointing, but move in the OPPOSITE direction

  10. Where do you fall on your Differentiation skills?

  11. What Differentiation Is/Isn’t

  12. “I liken the teacher in the classroom to a pitcher at a baseball game, and the students are the batters. It is our job to set up the information in a way that will allow for students to knock it out of the park, so to speak. We don’t want to make it too easy and lob the information right over the plate. We also don’t want to make it too hard, causing the student to “strike out.” We want to throw a couple curves at them to make them do their own thinking, so they will eventually see it coming and score a run for the home team. “ (Farkas and Duffett 2012)

  13. Questions, Questions PLC Question Differentiation Question Planning Question: What do I want students to know, understand, and be able to do? • What do we expect our students to know and be able to do?

  14. Questions, Questions PLC Question: Differentiation Question: 2. Preassessment Question: Who already knows, understands, and/or can use the content or demonstrate the skills? 2. How will we know they are learning?

  15. Questions, Questions PLC Questions: Differentiation Question: 3. Differentiation Question: What can I do for him, her, or them so they can make continuous progress and extend their learning? 3. & 4. How will we respond when they don’t learn? How will we respond if they already know it?

  16. Concept Map for Differentiating Instruction

  17. Content: the facts, concepts, generalizations, or principles, attitudes, and skills related to the subject, as well as materials that represent those elements. Content includes both what the teacher plans for students to learn and how the student gains access to the desired knowledge, understanding, and skills. What is most likely to change in a differentiated classroom is how students gain access to core learning.

  18. Examples of Differentiating by Content: • Using math manipulatives with some, but not all learners • Using texts at more than one reading level • Presenting information through both whole-to-part and part-to-whole approaches • Using a variety of reading-buddy arrangements • Exempting students who already demonstrate mastery from a task or assignment • Using texts, computer programs, audio files, and videos as a way of conveying key concepts to varied learners • Small groups to re-teach or extend learning

  19. Process: Process is how the learner comes to make sense of, understand, and “own” the key facts, concepts, generalizations, and skills of the subject. A synonym for process is “activity” or “task”.

  20. Examples of Differentiation by Process: • Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity • Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them • Developing personal agendas or contracts to be completed by students • Offering manipulatives or other hands-on supports for students who need them • Varying the length of time a student may take to complete a task in order to provide additional support for struggling learners or to encourage advanced learners to pursue a topic in greater depth • Most difficult first

  21. Product: Products refer to the items a student can use to demonstrate what he or she has come to know, understand, and be able to do as a result of learning. A good product causes students to rethink what they have learned, apply what they can do, extend their understanding and skill, and become involved in both critical and creative thinking.

  22. Examples of Differentiation by Product: • Allow for varied working arrangements (ie partner work, group project, individual) • Work with student to develop rubrics for producing quality work • Encourage students to create their own product assignments as long as the assignments contain required elements (ie create a puppet show, write a letter, develop a mural with labels, etc…) • Use a wide variety of kinds of assessments

  23. Domino Math • Ways to differentiate the content? • Ways to differentiate the process? • Ways to differentiate the product?

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