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Differentiated instruction

Differentiated instruction. Workshop 11 11/12/2011. Agenda. Activity (1). Pre assessment . H.O.1. Ticket to leave activity . Time : 10 min. . Activity (2) . Learning styles quiz . H.O.2. Time : 10 min. ACTIVITY (3). Multiple intelligence quiz. H.O.3. Time : 10 min. .

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Differentiated instruction

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  1. Differentiated instruction Workshop 1111/12/2011

  2. Agenda

  3. Activity (1) Pre assessment H.O.1 Ticket to leave activity Time : 10 min.

  4. Activity (2) Learning styles quiz H.O.2 Time : 10 min.

  5. ACTIVITY (3) Multiple intelligence quiz H.O.3 Time : 10 min.

  6. Activity (4) What is your interest ? H.O.4 Yes /No activity Time : 5 min.

  7. CONCLUSION : How do I Differentiate? According to : a) Readiness الجاهزية أوالاستعداد Readiness refers to a student's skill level and background knowledge.  When tasks are too difficult for students, they become frustrated and do not learn effectively.  When tasks are too easy for students, they become bored and do not learn--in spite of the fact that they are earning يحصل على high grades. يشير مصطلح الاستعداد إلى المستوى المهاري والمعرفي للطالب .فعندما تكون مهمة العمل صعبة جدا يصاب بعض الطلاب بحالة من الإحباط تؤدي إلى عدم مواصلة التعلم بكفاءة عالية وعلى النقيض من ذلك عندما يكون مهمة العمل سهلة جدا يصاب بعض الطلاب بحالة من الملل رغم حصولهم على درجات عالية

  8. b)Interest اهتمامات Interest refers a student’s attitude and engagement ارتباط /تعلق with a topic or unit of study. يشير مصطلح الاهتمام إلى اختلاف الطلاب في الاتجاهات والميول والتعلق بالموضوع أو الوحدة موضع الدراسة

  9. c)Learning Profiles أنماط التعلم • Learning Profile refers to the ways in which students will best process what they need to learn. Components of a student's Learning Profile include his/her multiple intelligences , learning styles and learning environments. • تشير أنماط التعلم إلى الطرق المثلى التي يحتاجها الطلاب للتعلم

  10. Why we are different ? Let Vygotsky says H.O.5 Role play activity

  11. WHY WE ARE DIFFERENT ? • يوجد بالدماغ ثلاث شبكات رئيسية متسقة تركيبيا وتنظيميا ووظيفيا معا : وهي :1-شبكات التعرف sensory neuron .n :تحديد وفهم المعلومات والأفكار والمفاهيم من خلال تحديد معنى لنماذج وأنماط مرئية . • 2-شبكات الإستراتيجيةstrategy neuron .n :التخطيط والتنفيذ ومراقبة الأفعال والمهارات • 3-شبكات الانفعالية emotional neuron .n :التفاعل مع المهارات والمهام عن طريق تقييم النماذج والأنماط وإعطائها أهمية انفعالية من عدمه • Vygotsky 1962.

  12. ACTIVITY (6) Which side of your brain works ? Right or left? What does the picture contain? H.O.6 Time : 10 min.

  13. MULTIPLE INTELLEGENCE • 1- الذكاء البدني bodily-kinesthetic intelligence • ومن أمثلته القدرة على أداء الأعمال اليدوية بمهارة والقدرة على السيطرة على الحركات وتنسيقها. • 2- الذكاء الاجتماعي interpersonal int • ويسمى ذكاء التعامل مع الآخرين ويتكون من القدرة على العمل التعاوني والقدرة على الاتصال الشفوي وغير الشفوي مع الآخرين ويتضمن استعمال فهم الشخص لأهداف الآخرين ودوافعهم ورغباتهم لكي يتفاعل معهم بطريقة مرضية كما يفعل السياسي والبائع. • 3- الذكاء الذاتي intelligence interpersonal • وهو قدرة الشخص على فهم ذاته من جوانبها المختلفة من المشاعر والعواطف وردود الفعل والتأمل الذاتي ومن أمثلة الأشخاص الذين لديهم نسبة عالية من هذا النوع من الذكاء هم الروائيين والفلاسفة وعلماء النفس.  • 4- الذكاء المنطقي أو الرياضيlogical\ mathematical intelligence • وهو القدرة على التفكير المنطقي والمحاكات العقلية والتعامل مع الأرقام وإنشاء أنماط عددية والتعرف على الأنماط المجردة كما يفعل المحققون والمباحث والعلماء والفلكيون

  14. 5- الذكاء الإيقاعي ( الموسيقي)musical\ rhythmic int • وهو القدرة على تمييز الأصوات والنغمات • 6-الذكاء اللغوي أو الشفوي ( اللفظي)linguistic /verbal int. • وهو القدرة على توليد اللغة والتراكيب اللغوية التي تتضمن الشعر وكتابة القصص واستعمال المجاز • 7-الذكاء الفضائي أو البصري visual\\ spatial int • وهو القدرة على إبداع الصور الغفلية والتخيل والفنون البصرية والتصميم المعماري • 8-الذكاء الطبيعيnaturalist intelligence • وهو القدرة على تمييز النباتات والحيوانات ومكونات البيئة والأحداث الطبيعية الأخرى مثل الغيوم والتربة والمعادن

  15. LEARNING STYLES PYRAMID

  16. LEFT/RIGHT BRAIN DOMINANCE: • showing sequential or simultaneous brain processing strategies, • reflective or impulsive thinking styles, and • overall analytic or holistic/global learning styles • SENSORY MODALITIES: • including auditory (hearing, talking, inner dialogue), • visual (reading, seeing, visualizing), • tactile (manipulating, touching), and • kinesthetic (doing, feeling) preferences • PHYSICAL NEEDS: • identifying needs for mobility (preferences for moving or being stationary), • intake (eating, nibbling, drinking, chewing, etc), and • time of day preferences (personal bio-rhythm)

  17. ENVIRONMENT: • revealing preferences for sound (needing music/sound or wanting it quiet), • light (needing bright or dim lighting), • temperature (needing cool or warm), and • work area (wanting formal or informal/comfortable design) • SOCIAL GROUPINGS: • including preferences for working alone, in a pair, with peers, or in a team, • and authority (wanting to learn with a teacher or a parent) • ATTITUDES: • showing motivation (internally or externally motivated for learning), • persistence (high, fluctuating, or low), • conformity (conforming or non-conforming/rebellious), • structure (being self-directed or needing directions, guidance from others), • variety (needing routine or changes/variety)

  18. Activity (7) Before and after H.O.7 Directions : 1-In your flip chart table , stick your papers under the suitable multiple intelligence 2- Hang the chart on the board . Time : 20 min.

  19. Suggestions for Using the Eight Multiple Intelligences • Identify sounds • React to sounds • Listen to sounds • Write a poem 1)Musical

  20. 2) Verbal/Linguistic • Read it • Spell it • Write it • Listen to it • Tell it • Recall it • Use “you” words • Apply it • Say it • Use mnemonics

  21. 3)Logical/Mathematical • Make a pattern • Chart it • Sequence it • Create a mnemonic • Analyze it • Think abstractly • Think critically • Use numbers • Prove it • Interpret the data • Use the statistics

  22. 4)Visual/Spatial • Mind maps • Graphic organizers • Video • Color code • Highlight • Shape a word • Interpret a graphic • Read a chart • Study illustrations • Visualize it • Make a chart • Create a poster

  23. 5)Body/Kinesthetic • Role play • Walkabout • Dance • Lip sync • Skits/charades/mimes • Construction • Math manipulatives • Sign language • Sports • Activity centers • Body language

  24. 6)Intrapersonal • Use self-talk • Work independently • Solve in your own way • Understand self • Journal it • Rehearse it • Use prior knowledge • Connect it • Have ownership

  25. 7)Interpersonal • Think-Pair-Share • Jigsaw • Cooperative grouping • Drama • Debates • Class meetings • Role play • Meeting of minds • Peer counseling • Tutors/buddies • Giving feedback • Shared Journals

  26. 8)Naturalist • Label it • Categorize it • Identify it • Form a hypothesis • Do an experiment • Adapt it • Construct it • Classify it • Investigate it • Discern patterns

  27. ASSESSMENT • Re stick the paper again Count how many mistakes

  28. Morning Tea/ Salah • 15 minutes to recharge batteries

  29. Differentiation (Tomlinson, 1999) • When teachers teach students the same thing in the same way, usually the result is that some students “get it” and some don’t. • Differentiation is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. To gain a better understanding of what differentiated instruction is, it is helpful to compare traditional and differentiated classrooms.

  30. Comparison of Traditional and Differentiated Classrooms

  31. Differentiated lesson planning

  32. Plan for differentiation • Planning Questions: what do I want all students to know, understand, and be able to do. • Pre-assessment Question: Who already knows, understands, and /or can use the content or demonstrate the skill? • Differentiation Question: What I can do for him, her, or them so they can make continuous progress a extend their learning?

  33. Pre-assessment strategies • Interest and experience inventory • End of the previous unit assessment. • End of the unit assessment. • KWL chart • The five most difficult questions • Open ended questions

  34. Some possible differentiation strategies • Flexible groups • Jigsaw • Tiered assignments • Anchor activities • Choice Board • Diner Menue • Learning centers • Task cards • Socratic dialogue • Varied texts • Highlighted texts • Independent study • Tiered centers • Interest centers • Varied homework • Multiple Levels of Questions • Role Play • 5 E’s • Etc………………………………………………

  35. Topic Pre assessment Group (B) Some knowledge Group (A) Unfamiliar Introduction of the lesson to the whole groups and then provide different learning experiences for each group Learning experiences to meet students needs and their prior knowledge Learning experiences to meet students needs and their prior knowledge Anchor learning experiences for whole class and shares work of students from both groups .the class ends their lesson with reflection/discussion All students are assessed on the same major concept .the method of assessment can be the same so long as the learning experiences for all prepare them well

  36. Reflection and summary

  37. Secondary Proficient in wikispaces http://proficient1112s1.wikispaces.com/

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