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Differentiated Instruction : One Size Does not fit all

Differentiated Instruction : One Size Does not fit all. Molly Lane. Eagle Nest Elementary, 2 nd Grade. Mission and Vision. Mission : Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance.

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Differentiated Instruction : One Size Does not fit all

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  1. Differentiated Instruction:One Size Does not fit all Molly Lane Eagle Nest Elementary, 2nd Grade

  2. Mission and Vision Mission: Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance. Vision: Dorchester School District Two desires to be recognized as a “World Class” school district, expecting each student to achieve at his/her optimum level in all areas, and providing all members of our district family with an environment that permits them to do their personal best.

  3. Why differentiate?

  4. Why Differentiate??? People learndifferently—we have various learning styles, learning strengths, abilities, and interests. We also learn alike in that we need to find meaning and make sense of what we study.We learn best from work that demands we stretch ourselves, but does not intimidate us. Quality differentiation increases achievement! • And,let’s face it - we kind of have to…….

  5. What is differentiated instruction? Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

  6. “If there is anything we wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves.” Carl jung

  7. Quality differentiation—likequality teaching in general—begins with the teacher’s focus on the student’s needs.

  8. Key Components of DI 1. Assessment is ongoing and tightly linked to instruction. 2. Teachers work hard to ensure "respectful activities" for all students. 3. Flexible grouping is a hallmark of the class.

  9. 1. Assessment is ongoing and tightly linked to instruction. Teachers are hunters and gatherers of information about their students and how those students are learning at a given point. Whatever the teachers can glean about student readiness, interest, and learning helps the teachers plan next steps in instruction. Formative assessment is how we know our students best…………………….

  10. Knowing Your Kids… …is the key that unlocks the door to differentiation!

  11. Learning preferences/Styles *Handout Alert!!!! There are handouts (more DI Info…links to information, surveys, strategies, etc. ) to take and samples to share before you leave.

  12. 2. Teachers work hard to ensure "respectful activities" for all students. Each student's work should be equally interesting, equally appealing, and equally focused on essential understandings and skills. “RESPECT FOR ALL” CAN LOOK LIKE… ~Differentiated Centers ~Leveled materials ~Choices ~Contracts & Compacting ~Tiered or layered activities And more!

  13. 3. Grouping is flexiblein DI Classrooms • Kids work in a variety of group sizes…partners, individual time, small group, whole group. • Groups vary with topics and subjects. Whole-scale “trading” of kids based on one subject area should be avoided. • Students’ strengths, needs, and learning information determine why to group, when, how, and with whom. • Achievement is the end goal. If differentiation isn’t improving achievement, then the grouping and manner need to be reassessed.

  14. Grouping is flexible!!! • Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency. • Students sometimes work in groups defined by interests and/or learning styles. • There can be grouping within groups!

  15. Differentiate by… • Readiness (supplementary or supportive materials on different levels, specific skills/tasks, varied levels of complexity for questioning & tasks, groupings, modifications, etc.) • Interest (choices, variety of tasks, inquiry, etc.) • Learning Profile (seating, grouping, learning through many modalities, varied products, accommodations, creativity vs. structured, etc.)

  16. Differentiate by… Content- How do we adjust or modify the knowledge and skills we expect students to learn? Process - How do we modify our teaching strategies to help students acquire the knowledge and skills they need? Product- How do we adjust or modify the way we allow students options for expressing what they know?

  17. WHAT’S THE POINT? Differentiating PROCESS Differentiating CONTENT Differentiating PRODUCT Individual instructional needs met Individual strengths met and expanded More interest, higher time on-task! (INCREASING ACHIEVEMENT for EVERYONE!)

  18. COMPACTING! Compacting is an instructional technique designed to make adjustments in any curricular area and at any grade level to……………. • Create a challenging learning environment. • Guarantee proficiency in basic curriculum. • Buy time for enrichment and acceleration. • ****COMPACTING EXAMPLES

  19. cOMPACTING & Contracting: Pre-assess. Document mastery. Design (or find) replacement activities (extensions). Add in any skills not mastered., but “contract” in place of what is already mastered! ~Create products that go beyond what’s required of others. ~Go beyond the basics. ~Explore with more open-ended activities. Example: Kindergarten Geometry K.G.B.6. Compose simple shapes to form larger shapes. Explore the topic in greater depth, do an independent project on a related subject of interest (like create a geometry photo ebook in Book Creator) , apply to other curriculum areas, move ahead in the curriculum, etc.

  20. Tiering? Tiering is…. Leveling the difficulty of the tasks students are asked to do following whole-class instruction. *Most needs of students can be met with 3 tiers. *Tiered activities use the information learned in the whole-class lessons, and help them reach the same understandings and same goals (just in different ways and maybe a little different depth if necessary). HERE’S MORE ON TIERING!

  21. Tiering! Tiering in Social Studies ~DI in SS.pdf Tiering in K/1st Reading ~DifferentiatedResponseToListeningSheets (1).pdf Tiering in ELA ~SentenceScrambleFREEBIESAMPLEDifferentiated (1).pdf ~

  22. OTHer DI Choices Differentiated by readiness, by interest, and/or by learning profile Can look like…….. Choices (“Menus” with or without restrictions) Differentiated Centers/Stations Multiple Intelligences-Based Learning Profile-Based

  23. Choice Board OR Created by Julie Dill -Math Coach, Wicomico County, 2010

  24. Think-Tac-Toe Money Unit Complete any three boxes. The products and assignments are due by ___________.

  25. Geometry Think DotsDirections: At your table group, take turns rolling the dice and complete the learning task from the corresponding dot. It is okay if more than one person rolls the same number as each person’s response will be individual.

  26. How do I manage this? • Use your assessment data. You’ve already got TONS of it! • Think through routines you want to have in place when differentiating. (Behavior, Anchor Activities, Materials & Supplies…EMPOWER THE CHILDREN and FREE YOURSELF!) • Teach those routines. Model. Discuss. Model & discuss more. • Start slowly, explicitly, and emphatically. • Plan, plan, plan. Create, create, create. (Or, steal, steal, steal.) Share, share, share. • Monitor. Hold accountable.

  27. Teaching is building bridges.

  28. D.I. connects the learner to the curriculum… • Readiness • Interest • Learning Profile • Content • Process • Product …and helps build those bridges between teaching, learning, and maximum achievement!

  29. Time to Explore, Ask Questions, Share Ideas!

  30. Contact Information Molly Lane 2nd Grade Teacher mlane@dorchester2.k12.sc.us molala24@gmail.com 843-695-2460 or 803-427-0861

  31. Session EvaluationParticipants are asked to complete a session evaluation for each session attended. Credit (attendance, renewal, and/or technology) will be added following evaluation completion. For each question, use 1=Strongly Disagree, 2=Disagree, 3=Neither Agree nor Disagree, 4=Agree, 5=Strongly Agree. Your responses will assist us in planning future professional development in Dorchester School District Two. • The instructor was well prepared for the workshop. • The materials for the workshop were appropriate. • The concepts presented were appropriate to my job. • I will benefit from attending this session. • I would recommend this training to others.

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