Direct Instruction & Differentiation

1. Direct Instruction & Differentiation

2. Lesson Plan Outline • Unit goal you will be addressing • Standard that is addressed • Big Idea Concepts • Objectives • Materials • Anticipatory Set (hook or pre-assessment) • Input • Guided Practice • Independent Practice • Closing • Assessment/measurement plan

3. Anticipatory Set • hook • Link to prior knowledge • Pre-assessment • Focus on what will be learned • “Wake up” and get ready for learning

4. Concept • Share students the purpose for the lesson. • Real • Relevant • Allow them to “see” the destination

5. Input • What will student learn? • How will they learn it? • Thoroughly describe your teaching plan

6. Guided Practice • Student practice • Teacher is there to guide • Wet cement • Watch for errors

7. Independent Practice • Teacher is sure student is secure • Student extend learning • Create, make, design, • Make it real life • Applicable • Differentiated according to student readiness level

8. Closing • Bring the lesson to a close • Wrap it up • Share? • Questions?

9. Assessment/Measurement Plan • Identify how you will measure to what degree each student has met each of your lesson’s objectives.

10. Looking to your unit… • What do you want to teach (concept) • What goal does this align with? • What standard does your goal relate back to? • What do your students to know & be able to do to understand the concept?

11. Work with a partner to evaluate a lesson • Goal, GLCE(s), Objectives • Anticipatory Set • Concept/Purpose • Input • Checking for Understanding • Guided Practice • Closing • Independent Practice

12. Differentiation is An approach to planning curriculum and instruction for academically diverse learners honoring each student’s learning needs & maximizing each student’s learning capacity

13. Why Differentiate Instruction? Students come differentiated Meets students at their entry point

14. Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Respectful tasks Flexible grouping Continual assessment Teachers can differentiate through Quality Curriculum Building Community Content Process Product Affect/Environment According to students’ Readiness Interest Learning Profile Through a variety of instructional strategies

16. What is Readiness? • Not ability! • What a student knows, understands & can do in relation to what you’re teaching today! • Make the work a little too difficult • Provide the support kids need to succeed • Make your curriculum appropriately challenging for a range of learners

17. What the research says… • Effective learning takes place when the amount of task structure provided by a teacher matches a student’s level of development (Hunt, 1971)

18. What the Research Says… • A relationship exists between student achievement & a teacher’s ability to diagnose the student’s skills level & prescribe appropriate tasks (Fisher et al., 1980)

19. What the Research Says… • Classrooms where individual students worked at a high success rate have students feel better about themselves & the subject they were studying, as well as learning more (Fisher et al., 1980).

20. What the Research Says… • Student achievement is not likely to improve when teachers ask students to practice what they already know. • Student achievement is likely to be impacted negatively when teachers ask students to complete tasks that cause students ongoing frustration. (Berliner, 1984, 1988, McGreal, 1985)

21. But How? • When you're creating a differentiated task, you really aren't about the idea of trying to find something totally different for each student to do. What you really are trying to do is have all of the students focus on the same big idea or essential understanding. • –Carol Ann Tomlinson, from an interview with Leslie J. Kiernan, 1996.

22. Where do I start? • Grade Level • What do you want students to get from the lesson? • Below Grade Level • Examine what will get in their way and delete • Above Grade Level • Consider what distracters will challenge and incorporate

23. Where do I start? • Grade Level • Examine how codes were used in quilts • Below Grade Level • Examine how codes can be used in conversations • Above Grade Level • Create a code language for items in our classroom & a key for interpretation

24. Where do I start? • Grade Level • Create a time line that chronicles key events in Michigan’s history (date & explanation) • Below Grade Level • I’ll provide the time line graphic organizer and the key events. Kids put events in order and write a few sentences about each. • Above Grade Level • Students will examine the causes and effects of key events in Michigan’s history

25. Where do I start? • Grade Level • What do you want students to get from the lesson? • Below Grade Level • Examine what will get in their way and delete • Above Grade Level • Consider what distracters will challenge and incorporate

26. For Next Time • Lesson Completely written out • All student materials created • 3 levels of independent practice • Struggling, instructional, advanced