Differentiated Instruction W ork S ession

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# Differentiated Instruction W ork S ession - PowerPoint PPT Presentation

Differentiated Instruction W ork S ession. MNPS Exceptional Education Department. Let’s Date!. For the next 5 minutes I need you to find 9 dates. Make a clock on your paper and find a date for the different times. 1 o’clock, 2 o’clock, etc…until 9 o’clock. You should have 9 dates!. Krista.

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### Differentiated Instruction WorkSession

MNPS Exceptional Education Department

Let’s Date!
• For the next 5 minutes I need you to find 9 dates.
• Make a clock on your paper and find a date for the different times.
• 1 o’clock, 2 o’clock, etc…until 9 o’clock. You should have 9 dates!

Krista

Casey

Julie

Craig

Beverly

Amy

Kassie

Diane

Super Sleuth
• We are going to speed date! We will take 3 minutes to discuss the question that pertains to your date. When the timer goes off you will move onto to your next date and proceed to answer that question,etc…

### Let’s Refresh our memory…What is Differentiated Instruction?

Differentiation isn't just about having different students do different things. Differentiated instruction is based on students' needs.

What is differentiation?

Differentiation is classroom practice

that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

-Tomlinson (2001)

Different vs. Differentiated

Different… Debra is teaching her fifth graders how to write persuasive essays. She develops three different prompts for them to choose from. Students can write an essay to convince their parents to get a pet, to persuade the principal to extend recess time, or to ask their favorite author to come to the class.

• Differentiated… Rachel teaches her third grade class a writing mini-lesson about dialogue. She circulates the room as students write, and jots down the names of students who are experimenting with dialogue in their writing, noting their use of quotation marks. During independent writing time, she pulls the group of students who were not punctuating their dialogue and teaches a mini-lesson on quotation marks. Then she pulls the group of students who were using quotation marks correctly and introduces the concept of indenting for new speakers.

Differentiated Classroom Structures for Literacy Instruction By: Diane Henry Leipzig (2000) http://www.readingrockets.org/article/264

Teachers Can Differentiate

Content

Process

Product

According to Students’

Learning

Profile

Interest

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

The Key
• The Key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles.

Curriculum should be differentiated in three areas:

1. Content:

Multiple option for taking in information

2. Process:

Multiple options for making sense of the ideas

3. Product:

Multiple options for expressing what they know

-CHOICE-The Great Motivator!
• Requires children to be aware of their own readiness, interests, and learning profiles.
• Students have choices provided by the teacher. (YOU are still in charge of crafting challenging opportunities for all kiddos –NO taking the easy way out!)
• Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC . . .
• GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING!
Purpose of Choice Boards
• Homework
• After Reading or Problem Solving
• Learn a vocabulary word
• Projects for a certain topic or book
• Presentation or Demonstration
• Independent Work
• Demonstrate a Skill
Primary Consideration:

• What must ALL students:
• Know
• Understand
• be able to Do
Fractions Choice Board
• Learning Goals: Students will…
• KNOW: Fractions show parts of a whole and can be expressed numerically.
• UNDERSTAND: Fractions represent equal sized portions or fair shares.
• Be able to DO: Use different materials to demonstrate what the fraction looks like.

Turville, J. (2007) Differentiating by Student Interest

Differentiation Strategy:

STUDENT CHOICE

THINK-TAC-TOE

Book Report

### Let’s Get to work!

You have time now to work as you please (Partners, Individually, Group). Take this time to work on

Choice Boards

There are some examples for you to look at around the room and supplies for you to use.

http://daretodifferentiate.wikispaces.com/

Choice+Boards

www.pvusd.net/departments/GATE/choiceboards.php

Pyramid of Learning

10 %

20%

HEARING

30%

SEEING

40%

HEARING & SEEING

DISCUSS WITH OTHERS

70%

90%

TALK/WRITE OR DO/APPLY

WHAT CAN BE TIERED?
• ASSIGNMENTS
• ACTIVITIES
• CENTERS & STATIONS
• LEARNING CONTRACTS
• ASSESSMENTS
• MATERIALS
• EXPERIMENTS
• WRITING PROMPTS
• HOMEWORK
What is Tiered Instruction?

By keeping the focus of the

activity the same, but

providing routes of access at

varying degrees of difficulty,

the teacher maximizes the

likelihood that:

1) each student comes away with

pivotal skills & understandings

2) each student is appropriately

challenged.

Teachers use tiered activities so that all students focus on

essential understandings and skills but at different levelsof complexity, abstractness, and open-endedness.

### Let’s Get to work!

You have time now to work as you please (Partners, Individually, Group). Take this time to work on a

Tiered Activity

There are some examples for you to look at around the room and supplies for you to use.

Bill of Rights Example

Template

http://www.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

Remember…

If you do not give students the opportunity to open there mouth, there brain will automatically do it for them.

### Think dots

Just a different approach

STUDENTS USETHINKDOT’s
• ThinkDots:
• Students begin ThinkDots by sitting with other students using activity cards of the same color.
• Students roll the die and complete the activity on the card that corresponds to the dots thrown on the die.
• If the first roll is an activity that the student does not want to do a second roll is allowed.
• Teachers can create an Activity Sheet to correspond to the lesson for easy recording and management.

THINK DOTS

Application:

• 1.Use “ThinkDOTS” to lead students into deeper exploration of a concept.
• 2.Use “ThinkDOTS” for review before assessment.
• 3.Use “ThinkDOTS” as an assessment.

### Let’s Get to work!

You have time now to work as you please (Partners, Individually, Group). Take this time to work on

Think Dots

There are some examples for you to look at around the room and supplies for you to use.

http://daretodifferentiate.wikispaces.com/

Cubing+and+Think+Dots

Template

Template

WHY WOULD YOU USE CUBING/THINK DOTS?
• To engage your students in idea and information processing activities.
• To match your students learning profiles and current needs.
• To engage your students forward on many learning continuums.
• To identify the students readiness levels, interests, learning styles.
• To use an on-going assessment process.
Cubing with Charlotte’s Web
• Basic Cube
• 1.Draw Charlotte as you think she looks.
• 2.Use a Venn diagram and compare Charlotte and Fern.
• 3.Use a comic strip to tell what happened in this chapter.
• 4.Shut your eyes and describe the barn. Jot down your ideas.
• 5.Predict what will happen in the next chapter using symbols.
• 6.In your opinion, why is Charlotte a good friend?
• Abstract Cube
• 1.Use a graphics program on the computer and create a character web for Wilbur.
• 2.Use symbols on a Venn diagram to compare Wilbur and Charlotte.
• 3.Draw the farm and label the items, people, and buildings.
• 4.Use a storyboard to show the progress of the plot to this point.
• 5.What is the message that you think the writer wants people to remember? Draw a symbol that illustrates your ideas.
• 6.When you think of the title, do you agree or disagree that it is a good choice? Why or why not?
Walkaway thought…

“In the end, all learners need your energy, your heart, and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.”

- Carol Ann Tomlinson