3.1 welcome back!. 3.2 theory into practice™ module iii: low-prep, high-impact strategies!
TRANSCRIPT
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Welcome Back!
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Theory Into Practice™ Module III: Low-Prep, High-Impact Strategies!
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DIFFERENTIATED INSTRUCTION CONTINUUM
Not
Differentiated
Highly
Differentiated
AssessmentLearning ProfileTiered ActivitiesCurriculum CompactingLearning ContractsIndependent StudyFlexible GroupingAnchor ActivitiesLearning Centers/StationsProblem-Based LearningProject-Based Learning
“One-Size-Fits-All”
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DI doesn’t mean just using a variety of teaching strategies. Sometimes
you must structure the actual PROCESS of learning for the needs
of your students.
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SOMETIMES WE NEED TO MARCH TO THEIR TUNES RATHER THAN EXPECTING
ALL OF THEM TO MARCH TO OURS.
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“Fair is giving students what they need.”
- Carol Ann Tomlinson
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Low Prep/High Impact Strategies
• Wikki Stix
• We Have Who Has
• Show Don’t Tell
• Games (Civil War)
• Penny For Your Thoughts
• Cubing
• Back To Back
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WIKKI STIX
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WE HAVE, WHO HAS?
We have 5!
Who has six times this?
We have 30!
Who has one half this?
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GAMES!
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SHOW, DON’T TELL
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Astound: To fill with wonderConfine: To keep within limitsElusive: Hard to describe or understandExtinguish: To put out, do away withLongevity: A long durationPersistent: Refusing to give upRemote: Far off in place or timeSpectacular: ImpressiveTaunt: To insult or ridiculeVital: Having to do or necessary
SHOW, DON’T TELL
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Penny For Your Thoughts!
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Benefit (Heads) Challenge (Tails)
#1 = Differentiated Instruction
#2 = Pre-Assessment
#3 = Formative Assessment
#4 = Summative Assessment
#5 = Standards
#6 = D.I. Continuum
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2. Summarize A 45-minute class period in a differentiated class.
1. Define If a new participant walked in, how would you define differentiation to him/her?
3. AssociateA household object that reminds you of differentiation.
4. PredictWhat might happen if you differentiated for every student.
5. AnalyzeDistinguish between DI and more traditional instruction.
6. RecommendDI to a school board. What would you say?
CUBE PATTERN
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A CUBE HAS SIX FACES WITH A DIFFERENT ACTIVITY ON EACH FACE
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BLOOM’S TAXONOMY
• KNOWLEDGE LEVEL: requires students to learn information
• COMPREHENSION LEVEL: requires students to understand information
• APPLICATION LEVEL: requires students to use the information
• ANALYSIS LEVEL: requires students to examine specific parts of the information
• SYNTHESIS LEVEL: requires students to do something new and different with the information
• EVALUATION LEVEL: requires students to judge the information
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Lecture
Reading
Audio-Visual
Demonstration
Discussion Group
Practice by Doing
Teach Others/Using Your Learning
5%
10%
20%
30%
50%
75%
90%
Average Retentions
LEARNING PYRAMID
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PAUSE TO PROCESS
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Exit Cards
1. What squared with something
you already knew?
2. What did you see from a new angle?
3. What new direction will you go
in? What action will you take?4. What is a question going around
in your mind?(Adapted from Bob Pike, Creative Training
Techniques)