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Differentiated Instructional Strategies

Differentiated Instructional Strategies

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Differentiated Instructional Strategies

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  1. Differentiated Instructional Strategies Katie Snyder and Colleen Raiber

  2. Standards provide the base. Teachers Build Opportunities! Teach DIVERSE LEARNERS

  3. We believe…All children can learn.We know…Students can learn more than they are learning. Thereality is … Learners learn what they want to learn!

  4. THE DILEMMA! How does a teacher reach the needs of every student?

  5. What do you have to teach? STANDARDS STUDENTS

  6. to “best” teach the standards and this group of students RESOURCES are Selected

  7. The Mission Develop Students who are Self- Directed Learners.

  8. What do you want to gain from this class? • Write down your individual needs/wants • List one need per sticky note • Display on wall, table... • Group common needs/wants • Top 3 for your group

  9. 10 Minute Break

  10. Differentiation is a PhilosophyDo you believe? • All people have areas of strength. • All people have areas of weakness. • Every brain is as unique as a fingerprint. • Each student brings their prior knowledge and experiences to a new learning situation. • Emotions impact learning. • Learning is a lifetime journey. • All students can learn.

  11. Define It! A. Brainstorm: What is differentiated instruction? B. Differentiated Instruction is like ___ because….( 3 to 5 ways) C. Illustrate and label the metaphor.

  12. What can be differentiated? Content Assessment Tools Performance Tasks Instructional Strategies One size does not fit all!

  13. What can be Differentiated? Group Jigsaw • Make a grid. • Form a group of four. • Number off and assign 1 2 3 4. • Read (page 3) and take notes. • Add personal comments and uses. • Report findings to the group. • Discuss and reflect.

  14. What can be Differentiated?

  15. Differentiated Instruction A Timely Approach • Literacy • Assessment • Vocabulary Building • Brain Based Learning • Implementing Technology • Understanding by Design • Reaching the At-Risk Student • Enriching the needs of the High-End Learner Professional Development and many more!

  16. A StrongPre-Assessment Is An Essential TOOL

  17. Why Pre-Assess? To find out: • What the student already knows • What standards, objectives, concepts, and skills the student understands • How to set up flexible groups: TAPS • What requires re-teaching or enhancement • Areas of interests and feelings • What further instruction and opportunities for mastery are needed

  18. Pre-Assessment Squaring Off

  19. Welcome Back! • As you are getting settled, please read pages 47 – 53 • Create a 2-sided true/false card (materials are available at your tables) • Get ready for some sweet trivia True False

  20. Adjustable Assignment B. What does each group need to learn next? A. Basic Knowledge or Competency Levels 22

  21. Adjustable Assignments What are they? 1.Quality assignments that allow teachers to help students focus on essential skills and understanding of key concepts. 2.Adjustable assignments recognize that students are at different levels of readiness, interests, and complexity. 23

  22. Why do we use Adjustable Assignments? • Begin on the learner’s level • Allow for variation in learning modalities • Challenge at the appropriate • level • Create a feeling of “I can do this”. 24

  23. Adjustable Model Planning Grid • Form Interests Groups • Pick a standard that is difficult to teach. • Choose a pre-assessment and write it on a sticky note. • Predict the current knowledge/skill base at each level in the A section. • Generate what students need to know next at each level in the B section. CLC, Inc. Chapman, King 2008 25

  24. Adjustable AssignmentMoney Basics Counts by 1s, 5s, and 10s. Knows coins are money. What does each group need to learn next? Recognizes and counts coins and dollars. Able to make change. Identify coins. Can count coin patterns. Can put in order. Knows values of each. High Degree Approaching Mastery Beginning Of Mastery 26

  25. How will you pre-assess the knowledge base? • What does the learner know? • What does the learner need to learn next? 27

  26. Adjustable AssignmentMoney Basics • Values • Order • Patterns • Counts by • 1s, 5s, and 10s. • Knows • coins are money. B. What does each group need to learn next? Learn more about money as a consumer. • Learn to make change • Learn more money combinations Recognizes and counts coins and dollars. Able to make change. Identify coins. Can count coin patterns. Can put in order. Knows values of each. High Degree of Mastery Approaching Mastery Beginning 28

  27. REMEMBER! You cannot adjust every assignment. GRADE LEVEL ZAP the Gaps! Keep challenging! 29

  28. Develop self-efficacy. Process Information Motivate Turned-off Learner. Maintain Rules and Procedures. Develop Social Skills. Create a Safe Learning Environment. Use Music. Celebrate Learning. Learning Climate Cyclorama

  29. Presentation Time! • Review poster content and select favorites. • Add missing pieces. • Decide which three to present. • Decide how to present the information. Everyone must take part in the presentation! 5. Present and celebrate! CLC, Inc. Chapman, King 2008

  30. You taught the information. Did the students learn the information? CLC, Inc. Chapman, King 2008

  31. State of FlowCsikszentmihalyi Not Bored When the Mind is Challenged Not Frustrated CLC, Inc. Chapman, King 2008

  32. The World of Opportunity Views Of You! CLC, Inc. Chapman, King 2008

  33. Views of You! CLC, Inc. Chapman, King 2008

  34. A. Learning Styles ___ VISUAL ___ AUDITORY ___ TACTILE CLC, Inc. Chapman, King 2008

  35. B.Gregorc’s Thinking Styles CLC, Inc. Chapman, King 2008

  36. C.The Myers-Briggs Model CLC, Inc. Chapman, King 2008

  37. D. Objects and You CLC, Inc. Chapman, King 2008

  38. E. Gardner’s Multiple Intelligences After completing the bar graph, write your three or four areas of strength in Box E. CLC, Inc. Chapman, King 2008

  39. Differentiate Instructional Strategies.Label the activities, not students. CLC, Inc. Chapman, King 2008

  40. AHAs! • Choose the way from the Choice Board. • Take materials, find a comfy spot to reflect for 15 minutes. CLC, Inc. Chapman, King 2008

  41. Reflection Time Choice Board CLC, Inc. Chapman, King 2008

  42. Reflection Sharing • Gather your notes, portfolio, and reflection questions. • Join your interest group. • Share your AHAs and findings. • Take notes during the sharing. CLC, Inc. Chapman, King 2008

  43. Adjustable Assignment B. What does each group need to learn next? A. Basic Knowledge or Competency Levels CLC, Inc. Chapman, King 2008 Gregory and Chapman, 2001 23

  44. Adjustable Assignments What are they? 1.Quality assignments that allow teachers to help students focus on essential skills and understanding of key concepts. 2.Adjustable assignments recognize that students are at different levels of readiness, interests, and complexity. CLC, Inc. Chapman, King 2008

  45. Why do we use Adjustable Assignments? • Begin on the learner’s level • Allow for variation in learning modalities • Challenge at the appropriate level • Create a feeling of “I can do this”. CLC, Inc. Chapman, King 2008

  46. Model Exploration CLC, Inc. Chapman, King 2008