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Reaching Them All: Assignments of Choice. OMLA February 20, 2014 Elizabeth Raker, PhD The University of Findlay 419.434.5520 raker@findlay.edu. What is Differentiated Instruction?.

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reaching them all assignments of choice
Reaching Them All:Assignments of Choice

OMLA February 20, 2014

Elizabeth Raker, PhD

The University of Findlay

419.434.5520 raker@findlay.edu

what is differentiated instruction
What is Differentiated Instruction?

Differentiating Instruction means changing the pace, level, or kind of instruction you provide in response to individual learners’ needs.

differentiated instruction is
Differentiated Instruction is

A way of thinking about teaching & learning

A collection of best practice strategies

Tailoring instruction to meet student needs

Rigorous

Relevant

Flexible & varied

Complex

Fair

goals of differentiated instruction
Goals of Differentiated Instruction

Challenging & inviting tasks for ALL learners

Instructional activities aligned with standards

Flexible approaches

Engaging content, performances, & products

Address readiness, interests, learning profiles

Opportunities to work in varied formats

Meet curriculum requirements for ALL students

Learner-responsive, teacher-facilitated classrooms

types of classroom diversity
Types of Classroom Diversity

Cognitive Abilities

Learning Styles/Multiple Intelligences

Socioeconomic & Family Factors

Readiness

Learning Pace

Gender Influences

Cultural/Ethnic Influences

Value of Learning

Confidence in Learning

the teacher s role in differentiated instruction
The Teacher’s Role in Differentiated Instruction

Facilitator

Providing & prescribing DI opportunities

Organizing students for learning

Using time flexibly

Collaborator

Innovative teaming with other teachers

Share resources

Work with media specialists

Communicate with other building specialists

Communicate with families/community

differentiated instruction
Differentiated Instruction

Is a teacher’s response to learners that includes

Teachers can differentiate

According to students’

differentiated instruction1
Differentiated Instruction

Is a teacher’s response to learners that includes

Teachers can differentiate

According to students’

differentiated instruction2
Differentiated Instruction

Is a teacher’s response to learners that includes

Teachers can differentiate

According to students’

slide11

Vietnam War Think-Tac-Toe Directions: each student must complete three assignments in a straight line. The assignment may be completed in a vertical, horizontal, or diagonal line. Please refer to the rubrics of this assignment before beginning. This assignment is worth 150 points. Be prepared to present all of your work to the class.

math unit review think tac toe directions each student must complete all activities as a math unit
Math Unit Review Think-Tac-Toe Directions: each student must complete all activities as a math unit.
the american revolution think tac toe directions select three activities to form any straight line
The American Revolution Think-Tac-Toe Directions: select three activities to form any straight line..
what are rafts
What Are RAFTS?

RAFTS are incredibly flexible and offer limitless opportunities for creativity for both you and your students. RAFT assignments encourage students to uncover their own voices and formats for presenting their ideas about content information they are studying. 

Students learn to respond to writing prompts that require them to think about various perspectives

possible raft elements
Possible RAFT Elements
  • Role of the Writer: Who are you as the writer? A movie star? The President? A plant?
  • Audience: To whom are you writing? A senator?  Yourself? A company?
  • Format: In what format are you writing? A diary entry? A newspaper?  A love letter?
  • Topic: What and Why are you writing?
what are cubes
What are Cubes?

Cubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives.

The cubes are six-sided figures that have a different activity on each side of the cube.

A student rolls the cube and does the activity

that comes up.

organization for cubes
Organization for Cubes

Blooms’s Taxonomy Cubes (questions/activities)

Multiple Intelligence Cubes (questions/activities)

Learning Style Cubes (questions/activities)

5WH Cubes

what are think dots
What are Think Dots

The activities on the activity card should allow students to explore what they just learned from a variety of angles.

You may consider having each activity card explore a concept or idea from a different level of Bloom’s Revised Taxonomy*

You can use the cards for a fun, engaging test review– put different formulas, important terms, or problems on each card

uses for think dots
Uses for Think Dots?

1. Use “Think Dots” to lead students

into deeper exploration of an idea.

2. Use “Think Dots” for review before

assessment.

3. Use “Think Dots as an assessment

organization for think dots
Organization for Think Dots

Blooms’s Taxonomy Think Dots

Multiple Intelligence Think Dots

Learning Style Think Dots

5WH Think Dots

how to begin
How to Begin

Start where you are

Start with opportunities for choice

Start with simple formats

(Think-Tac-Toe, RAFTS, Cubes, Dots, Anchoring Activities)

Use Bloom, Williams, or Multiple Intelligences

Work with a partner or a team

slide34

Building Bridges from

Planning to Implementation

presentation credits
Presentation Credits

Bridge Back Ground from Slides 1 & 2

http://curry.virginia.edu/uploads/resourceLibrary/nagc_cubing__think_dots.pdfhttp:/

/www.flickr.com/photos/ryanricketts/2295726918/sizes/o

http://www.flickr.com/photos/thomashawk/221827536/

All surveys included in the hand-out are from Handbook on Differentiated Instruction by Sheryn Spencer Northey (see references)

Sample documents were developed by the presenter or by students in the presenter’s classes who have given permission for inclusion, as well as from Fulfilling the Promise of the Differentiated Classroom by Carol Ann Tomlinson (see references).