1 / 39

David Chung Valencia H.S. PYLUSD Email: dnchung@pylusd

David Chung Valencia H.S. PYLUSD Email: dnchung@pylusd.org. Starbucks Coffee Intake. Differentiating Instruction. TIERED ASSIGNMENTS Introduction. David Chung Valencia H.S. PYLUSD Email: dnchung@pylusd.org. -A Quick Survey -Expectations. You.

agerald
Download Presentation

David Chung Valencia H.S. PYLUSD Email: dnchung@pylusd

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. David Chung Valencia H.S. PYLUSD Email: dnchung@pylusd.org

  2. .

  3. Starbucks Coffee Intake

  4. Differentiating Instruction TIERED ASSIGNMENTS Introduction

  5. David Chung Valencia H.S. PYLUSD Email: dnchung@pylusd.org

  6. -A Quick Survey-Expectations You

  7. Valencia H.S., PYLUSDEmail: dnchung@pylusd.org ???, Comments, FEEDBACK???

  8. Differentiating Instruction TIERED ASSIGNMENTS Introduction

  9. Workshop Objectives • Tiered Lesson Design • Guided Practice • Reflections AGENDA

  10. WORKSHOP OBJECTIVE • All participants will develop an understanding of differentiation

  11. WORKSHOP OBJECTIVE • All participants will develop a differentiated/tiered assignment to be used immediately for class.

  12. TIERED ASSIGNMENTS • intellectually rigorous • standards relevant

  13. TIERED ASSIGNMENTS • flexible to student readiness/needs/learning levels

  14. TIERED ASSIGNMENTS • allows teachers to find ways to engage students in the learning task required in an academic discipline.

  15. California Standards for the Teaching Profession 1.0 Engaging & Supporting ALL Students in Learning • 1.2 Use of a variety of instructional strategies & resources to respond to students’ various needs • 1.3 Facilitate learning experiences that promote autonomy, interaction, & choice • 1.4 Engage students in problem solving, critical thinking, & other activities that make subject matter meaningful

  16. California Standards for the Teaching Profession 3.0 Understanding & Organizing Subject Matter for Student Learning • 3.2 Organize curriculum to support student understanding of subject matter • 3.4 Develop student understanding through instructional strategies that are appropriate to the subject matter

  17. California Standards for the Teaching Profession 4.0 Planning Instruction & Designing Learning Experiences for all Students • 4.1 Draw on and value students’ backgrounds, interests, and developmental learning needs • 4.5 Modify instructional plans to adjust for student needs

  18. Key Question How can we meet the needs and interests of all of our students while helping them successfully meet content standards?

  19. Think About Your Most Underachieving Student. Compare her/him to Calvin.

  20. Consider Calvin

  21. Describe the “educational experience” of ________

  22. DIFFERENTIATION MULTIPLE OPTIONS for INFORMATION IDEAS EXPRESSION

  23. DIFFERENTIATION • Modifying curriculum or instruction • Based on differences in students

  24. DIFFERENTIATION • Different Routes to • What students learn • OPPORTUNITIES through which students make sense of concepts & skills • HOW students DEMONSTRATE & EXTEND what they’ve learned

  25. DIFFERENTIATION • Content-subject matter • Process-making sense • Products-expression, proving behavior

  26. CONTENT: Subject • Concepts • Ideas • Vocabulary • Skills

  27. PROCESS: Making sense • Skills • Tasks • Activities • APPLICATIONS • Bloom’s Taxonomy applied to assignments

  28. PRODUCT: Proving Behavior • Projects • Final product • Applications: • Project Menus • Rubrics

  29. LESSON PLAN • Resources • Thinking Skills • Depth/ • Complexity • Area of Study • Tiered • Product

  30. LESSON PLAN • Content Standards • Skills Needed • Product

  31. Differentiate Instruction by modifying your assignments TIERED ASSIGNMENTS Template…

  32. PUTTING ALL TOGETHER Lesson Design:Tiered Assignments via TEMPLATE

  33. Closure Real Pearls

  34. David Chung WEB: www.vhstigers.org “Teachers” “Mr. David Chung” “Teachers/Parents” Email:dnchung@pylusd.org

More Related