differentiating instruction for young learners n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Differentiating Instruction for Young Learners PowerPoint Presentation
Download Presentation
Differentiating Instruction for Young Learners

Loading in 2 Seconds...

play fullscreen
1 / 49

Differentiating Instruction for Young Learners - PowerPoint PPT Presentation


  • 104 Views
  • Uploaded on

Differentiating Instruction for Young Learners. Lori Elliott SDE tosaelliott@gmail.com. How are teachers and hamsters similar?. Children’s behavior and needs don’t suddenly change on their birthdays. Developmental age does not always match chronological age.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Differentiating Instruction for Young Learners' - tyson


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
differentiating instruction for young learners

Differentiating Instruction for Young Learners

Lori Elliott

SDE

tosaelliott@gmail.com

child development
Children’s behavior and needs don’t suddenly change on their birthdays.

Developmental age does not always match chronological age.

Individual development is uneven.

Child Development
birthday cluster
Birthday Cluster
  • Get to know your students by listing them youngest to oldest.
  • Look for clusters.
  • Do you have a developmentally young or old class?
  • Anticipate the changes over the year and as you approach testing time.
what is differentiated instruction
What is Differentiated Instruction?

It’s consistently and proactively creating different pathways to help all your students to be successful.

~Betty Hollas

differentiated instruction
Differentiated Instruction

Based on Student Differences

Teach a concept at multiple levels

Assessment is Ongoing

Flexible Grouping

tier your lessons
Tier Your Lessons?

Multiple Pathways

developing a tiered assignment
Developing a Tiered Assignment
  • Know:
  • Understand:
  • Be Able to Do:
when differentiating you must know
Hollas, B. (2005)When Differentiating You Must Know . . .
  • each child’s readiness level.
    • early readiness
    • readiness
    • advanced readiness
  • each child’s interests. (p. 138)
  • how each child learns best. (p. 139)
  • how the child feels about the classroom, him/herself, and learning.

Toonaday.com

did you know
Did You Know?
  • 46% of people are visual learners
  • 19% of people are auditory learners
  • 35% of people are kinesthetic learners

VAK

morning meeting
Morning Meeting
  • Class meets in a circle daily for 15-30 minutes.
  • Greeting
  • Sharing
  • Group Activity
  • News and Announcements
greeting
Greeting
  • Set Morning Meeting Guidelines.
  • Teach eye contact and proper speaking techniques.
  • Discuss, model and practice greetings in a friendly way.
  • Sets a positive tone for the day.
  • Provides a sense of recognition and belonging.
group activity
Group Activity
  • Songs
  • Games
  • Chants
  • Poems
the wishy washy washerwoman
The Wishy-Washy Washerwoman

In the deep dark jungle where nobody goes

There’s a wishy-washy washerwoman washing her clothes

She goes “Ooh, ahh, ooh, ahh,

Ooh ahh ahh and a ringy-ding-ding!”

black socks
Black Socks

Black socks, they never get dirty,

The longer I wear them, the stronger they get!

Sometimes I think I should wash them,

But something inside me keeps saying , “Not yet! Not yet! Not Yet!

sharing
Whole group: Each person shares one thing about a specific topic.

Interactive: One person briefly shares and invites questions.

Focused: Interactive, but speaker addresses a specific topic.

Partner: 2 people share about a topic. One partner summarizes for the group.

Sharing
news and announcements
News and Announcements

Morning Message

  • K-2 Use a regular and predictable format.
  • Include a place for students to interact with the message.
ways we can differentiate
Ways We Can Differentiate

Process

Content

Environment

Product

environment
Environment
  • Equipment
  • Grouping of Students
  • Location
website differentiation
Website Differentiation
  • Introduce a Concept
  • Practice a Skill
  • Extend a Concept
  • Review a Concept
bookmark sites
Bookmark Sites
  • I Keep Bookmarks
  • Google Bookmarks
  • Delicious
  • Portaportal
office
Office
  • Word for Writing
  • Publisher for Advertisements/Shorter Pieces
  • Newspapers
  • Brochures
  • Excel: Higher Levels
  • Digital Portfolio
powerpoint
PowerPoint
  • Lessons
  • Alternative to Reports
  • Use the Narration Feature
  • Bigger Audience: Share with Community Leader
  • Post Online
movement
Movement
  • Movement involves more of a student’s brain than does seatwork since movement accesses multiple memory systems. (Jensen, 2001)
  • Having students stand up, walk, jump, and clap as they review, understand, or master material will strengthen their procedural memories. (Sprenger, 1999)
slide35

The Liberty Bell . . .

Here’s a story

Of the Liberty Bell

It cracked the first time it was rung.

They tried to fix it; it cracked again;

It weighed at least a ton!

Then one day while the bell was in Pennsylvania,

People saw it and thought how they were free

The crack . . . . was just like America

We struggled for liberty

The Liberty Bell! . . .ding!

The Liberty Bell! . . .ding!

That’s the way . . . . . it became the Liberty Bell!

Ding da ding ding!

vocabulary in motion
Vocabulary in Motion

Hollas, B. (2005)

give me five five critical questions to ask while reading
Hollas, B. (2005)Give Me Five!Five Critical Questions to Ask While Reading
  • What mental pictures do I see? (Visualization)
  • What does this remind me of? (Connection)
  • What do I know, even though I wasn’t told this information in the text? (Inference)
  • What might happen next? (Prediction)
  • What was this mostly about? (Summarization)
slide39

Thinking takes time.

WAIT – Pair/Share – Hands

Differentiated Wait Time

i m done what do i do now
Hollas, B. (2005)I’m done . . .What do I do now??

What are anchor activities?

  • specified ongoing activities on which students work independently
  • ongoing assignments that students can work on throughout a unit

Why use anchor activities?

  • provide a strategy for teachers to deal with “ragged time” when students complete work at different times
  • they allow the teacher to work with individual students or groups
  • provides ongoing activities that relate to the content of the unit
  • allow the teacher to develop independent group work strategies in order to incorporate a mini lab of computers in classroom
r a f t
R.A.F.T.

Format

Love letter

Friendly letter

Business letter

Rap

Role

Fraction

Teacher

Reporter

Songwriter

Audience

Decimal

Students

Public

Singer

Topic

Explain Relationship

Book Talk

Causes/effects of the current economic situation

Economics

assessment1
Hollas, B. (2005)Assessment
  • Pre-assessment: Determine students’ prior understanding and readiness for the content.
  • Formative Assessment: Tracking students’ progress throughout the learning process as well as giving them the opportunity to track their own growth.
  • Summative Assessment: Making sure they’ve reached the goals that have been set.
slide45
Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA. ASCD
slide46
Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA. ASCD

Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA. ASCD

It is the assessment which helps us distinguish between teaching and learning.

slide47

Model for Differentiating Instruction

What do I differentiate?

Sources

Process

Product

What criteria do I use to select sources, processes and products?

Readiness

Interests

Learning Style

What principles guide my planning?

Meaningful tasks

Flexible

Grouping

Ongoing Assessment and Adjustment

slide48

Pre-assess

Instruction/

Formative

Assessment

Remediation/

Enrichment

The Teaching Wheel

Summative Assessment

Data Analysis