Differentiated Instruction. South O’Brien January 14, 2008. So, how did it go?. Small Group Sharing. In your small groups . . . . Share one lesson that you remodeled and then implemented in the classroom. Make sure to share the learning goal(s) of the lesson and how it was differentiated.
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January 14, 2008
Small Group Sharing
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Assessment for Instruction
Teachers can differentiate through
According to students’
Through a variety of instructional strategies such as:
Graphic Organizers . . . Physical Models . . . Mental Pictures . . . Pictures/Pictographs . . . Kinesthetic Activity . . . RAFT . . . Curriculum Compacting . . . Learning Contracts . . . Tiered Instruction . . . Learning/Interest Centers . . . Web Quests . . . Assignment Menus . . . Etc.
Please watch the time on the screen so that we may reconvene in 15 minutes.
A major goal of this lesson was to focus all students on the same essential knowledge, while providing readings on different topics (content).
By keeping the focus of the
activity the same, but
providing routes of learning,
the teacher maximizes the
1) each student comes away with
the same essential skills &
2) each student is appropriately
challenged at their level.
Tiered assignments are differentiated tasks and projects that you develop based on your diagnosis of students’ needs.
Advanced readiness level
Limited readiness level
Expected readiness level
Please watch the time on the screen so that we may reconvene in 40 minutes.
Gatekeeper SkillsGatekeeper Skill #1: Become a student of your students.Gatekeeper Skill #2: Developing clarity about your student learning goals…Gatekeeper Skill #3: Develop a repertoire of instructional strategiesGatekeeper Skill #4: Manage for flexibility
…that integrates all four gatekeeper skills:
Start with Good Curriculum:
Planning a focused curriculum means clarity about what students should KNOW, UNDERSTAND and BE ABLE TO DO
Understandings Essential Questions
3Differentiated Instruction and UbD
Should not be differentiated
What are the big ideas?
Evidence of learning may be differentiated, but not key assessment criteria
What’s the evidence?
Should be differentiated
How will we get there?
•Clarify your essential learnings, and how they will be assessed.
•Create the on-level task first.Then adjust up and down as needed.
Bring one Tiered lesson. Be prepared to share your classroom experience with this lesson.