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Doing It Differently in the Media Center

Doing It Differently in the Media Center. Differentiated Lessons. Presented by Susan Keesee and Janell Stinnett. Amherst County Public Schools. Entry Card. Name School Grade Levels Email address What do you know about differentiation?. What is Differentiation?.

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Doing It Differently in the Media Center

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  1. Doing It Differently in the Media Center Differentiated Lessons

  2. Presented bySusan Keesee and Janell Stinnett Amherst County Public Schools

  3. Entry Card Name School Grade Levels Email address What do you know about differentiation?

  4. What is Differentiation? The idea of differentiating instruction is to accommodate all the different ways students learn. Philosophy of differentiation- proposes that what we bring to school as learners matters to how we learn.

  5. Why differentiate? Goals: “... To plan actively and consistently to help each learner move as far and as fast as possible along a learning continuum.” (2003, page 2) • Provide multiple choices for • getting information • process or understand information • assessment

  6. Through a range of instructional and management strategies.

  7. Content Providing information in different ways • Visuals • Graphics • Manipulatives • Taped passages • Text in native languages

  8. Process How students make sense of or understand the content. Learning styles and preferences kinesthetic analytical, practical, creative http://www.learnerslink.com/Gardner's%20chart.htm

  9. tests portfolios exhibitions projects Product assessment is the to differentiation

  10. reading level choice menus entrance/ exit cards anchor activities Readiness Students are always changing levels depending on the skill or idea.

  11. Learning Profile Culture, gender, intelligence preference Sternberg Modality Preference

  12. “In differentiated classrooms, teachers continually assess student readiness, interest, learning profiles and affect. Teachers then use what they learn to modify content, process, product, and the learning environment to ensure maximum learning for each member of the class.” (2003, page 6)

  13. Implementing in the Media Center Offering choices Interest and Learning Styles Profile Collaboration

  14. rafts think dots jigsaw choice menu project menu cubes

  15. General Principals of Differentiation Respectful tasks Clarity of learning goals Flexible grouping Ongoing assessment and adjustment Appropriate challenge High, medium and low skill levels

  16. Reference • Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom. Alexandria: ASCD, 2003. • ___. How to Differentiate Instruction in Mixed-Ability Classrooms. 2ed. Alexandria: ASCD, 2001. • Tomlinson, Carol Ann, and Jay McTighe. Integrating + Differentiated Instruction Understanding by Design. Alexandria: ASCD, 2006.

  17. Websites on Differentiation • http://schools.sd68.bc.ca/quar/Student_Support/Differentiation_Home.htm • http://web.uvic.ca/~jdurkin/edd401/Differentiated.html • http://members.shaw.ca/priscillatheroux/differentiating.html • http://www.teach-nology.com/litined/dif_instruction/ • http://members.shaw.ca/priscillatheroux/graphicorganizers.html • http://www.manteno.k12.il.us/curriculumdiff/differentiationstrategies.htm • http://www.internet4classrooms.com/di.htm • http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

  18. Exit Card • Three important ideas you learned today. • Two questions you still have. • One way you think you can implement what was learned.

  19. Have a FantasticallyDifferent Day! Susan Keesee: skeesee@amherst.k12.va.us Janell Stinnett: jstinnett@amherst.k12.va.us

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