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Differentiated Instruction. Mrs. Heidi Moya, M.Ed Education Professions & ELA Teacher Educators Rising Teacher Leader Mountain Ridge High School, Deer Valley Unified School District Contact me: Heidi.moya@dvusd.org. What do you consider when shopping for jeans?.
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Differentiated Instruction • Mrs. Heidi Moya, M.Ed • Education Professions & ELA Teacher • Educators Rising Teacher Leader • Mountain Ridge High School, Deer Valley Unified School District • Contact me: • Heidi.moya@dvusd.org
Differentiated Instruction is… • Offering instruction to meet individual needs with MI in mind.
“We already know this!” • Differentiated is, simply put, good teaching. You will likely know some of this, especially if you have been teaching for awhile. • Objective: To learn, review and/or determine how to use at least one differentiated strategy in your CTE program.
Brainstorm with a partner/group how you could differentiate in your CTE class based on the following: Content Process Product
Program Levels • Do you/will you teach two different levels of a program in a single class period? For example, Marketing and Adv Marketing are both during period 3? If so, you will have to differentiate!
Pre Assessment • Pre assess students on a particular skill. • Determine what level is mastery. • Using pre assessment results, decide which students have met mastery, which are approaching mastery and which are not even close. • *Most districts require pre tests of some sort that are tied to evaluations.
With your partner/group, discuss other ways that you can pre assess students on a standard.
One of the easiest ways to differentiate-student choice! • Tic-Tac-Toe: Students complete 3 assignments from a tic-tac-toe board.
Required Activity for all students can also go in center square.
Resources • CTE curriculum consortium • Fellow teachers • Online resources • CTE directors • Beg, borrow, steal!
With your partner/group, discuss how you could use tic-tac-toe, choice boards or menus in your CTE class.
Vary questioning strategies • Works well with student-to-student interaction. • Teacher can require a certain number of question types while students complete an assignment. • Teacher can select questions from each category when writing assessments. • Can be used to help master soft skills.
Webb’s Depth of Knowledge
Guided and/or Independent Practice or “Sponge” activities • Demonstration • Interactive White Boards • Roundtable
Demonstration • Whole group: • Using Smartboard and/or mirroring, students can demonstrate a skill • Small group: • Using tablets/iPads, poster paper, students can create a demo to present to a small group
Interactive White Boards • Turn iPads/tablets into white boards. Free apps!
Roundtable • 1. Small group, perhaps of students who are finished with something early, will sit together. • 2. Teacher pre determined topics relevant to the current standard will be randomized. For example, put in a hat, inputted into a randomizer or topic generator, etc. and “drawn”. That is the topic of discussion. • 3. Students will discuss the topic and perhaps take notes on it. • 4. Notes can be turned in for a grade or saved for a portfolio or another future project.
With your partner or group, discuss what you have your CTE students do when they are done that is directly linked to your content.
Reading Strategies • GIST: Read an article relevant to standard and complete GIST template. • Paraphrase: taking a set of facts or opinions and rewording them. • Can be done with a full article but usually with paragraphs/sections of text. • Marking the Text (Close Read, Annotate) • Gallery Walk
Gallery Walk • Create six questions or prompts about the current topic of study, and write each one on a piece of chart paper or on a white board. Hang or place the questions or prompts in various places around the classroom to create six stations. Images, documents, problems, or quotes may also be used. Students will react to each question/problem, etc and record them on the poster or on their own document. This can be modified in any way given the time available and the depth of content that needs to be addressed.
Writing Strategies • Compare/Contrast: paragraphs, diagrams • Learning Logs • Fast Write
Fast or Timed Writes • 1. Give students a topic relevant to the current standard. • 2. Give them a prescribed amount of time to write about the topic. You choose the time. • 3. Fast writes are transferable skills as students are often timed on state and norm-referenced tests.
