differentiated instruction what works for students in the classroom christopher van dyke curriculum...
Post on 19-Jan-2016
222 Views
Preview:
TRANSCRIPT
Differentiated Differentiated InstructionInstruction
What Works For StudentsWhat Works For StudentsIn the ClassroomIn the Classroom
Christopher Van DykeCurriculum Instruction and Technology Itegration
Music/Video in TeachingMusic/Video in Teaching
ACTIVITYACTIVITYTHE WRIGHT FAMILYTHE WRIGHT FAMILY
As you think about this activity, think of its implications for the classroom and our students.
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
AgendaAgenda
The Wright Family
Effective Teaching
Differentiated Instruction
SAY-DO PRINCIPLE OF LEARNINGSAY-DO PRINCIPLE OF LEARNING
WE TAKE IN NEW INFORMATION ESTIMATE% BY.. OF RETENTION
READING
HEARING
SEEING
HEARING & SEEING
TALKING OR WRITING AFTERONE OR MORE OF THE ABOVE
TALKING OR WRITING & DOING/APPLYING
10%
20%
30%
50%
70%
90%
Universal DesignUniversal Design• "inclusive design" and "design for all”
• design of products, services and environments to be usable by as many people as possible.
• eg. lever handles for opening doors rather than twisting knobs
• eg. automatic sliding doors
Universal Design in Universal Design in EducationEducation
• Environment• Materials• Delivery• Assessment• Grouping• Pacing• Language• Expectations
Most-Effective Teachers
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Some TUSD Programs…Some TUSD Programs…
EffectiveTeaching
SkillfulTeacher Intercultural
Proficiency(ICP)
SuccessFor All(SFA)
Read 180
ReadingFirst
DifferentiatedInstruction
StateStandards
Gifted &Talented(GATE)
ExceptionalEducation
THINK-PAIR-SHARETHINK-PAIR-SHARE
What does What does differentiated differentiated
instruction mean to instruction mean to you?you?
Definition: Differentiated Definition: Differentiated InstructionInstruction
The process to approach teaching and learning for students of differing abilities in the same class.
The intent is to maximize each student’s growth and individual success.
Teachers recognize and react responsively to student’s varying background knowledge, level of readiness, language, learning styles, and interests.
How We Teach Makes A How We Teach Makes A Difference!Difference!
Least-Effective Teaching
Failing to activate students’ prior knowledge Failing to provide students with the framing for their
learning Presenting large amounts of material at a time Failing to guide student practice Giving little time for student processing of the new
material Expecting all students to get new material the first
time Failing to prevent students from developing
misconceptionsJ.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Most-Effective Teaching
Activating prior knowledge to make connections Framing the learning for all students Presenting smaller amounts of material at any time
(10:2 Theory) Guiding student practice as students worked
problems Providing for student processing of the new material
(10:2 Theory) Checking the understanding of all students Attempting to prevent students from developing
misconceptionsJ.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
The Teaching TrainThe Teaching Train
Step 1- Know Your Students
Determine the ability level of your students. This can be done by surveying past records of student performance to determine capabilities, prior learning, past experiences with learning,
etc.
Survey student interests. It is also important to get to know your students informally. This can be done by an interest inventory, an interview/conference, or asking students to respond to an open-ended questionnaire with key questions
about their learning preferences (depending on the age group).
Is behavior management a problem? This is key when planning for activities that require less structure. However, it is still important to determine learning styles and preferences for students who may have a hard time controlling their behaviors. Sometimes knowing preferences can help to motivate students to attend to any tasks that are presented.
Step 2- Have a Repertoire of Teaching StrategiesBecause "one size does not fit all," it is imperative that a variety of teaching strategies be used in a differentiated classroom. Among many teaching strategies that can be considered, there are four worth mentioning: direct instruction, inquiry-based learning, cooperative learning, and information processing models.
•Direct Instruction
•Inquiry-based Learning
•Cooperative Learning
•Information Processing Strategies
Step 3- Identify a Variety of Instructional Activities
In a differentiated classroom, activities are suited to the needs of students according to the mixed ability levels, interests, backgrounds, etc.
For example, if you have English language learners in your class, you need to provide activities that are bilingual in nature or that provide the necessary resources for students to complete the activity with success.
Good activities require students to develop and apply knowledge in ways that make sense to them and that they find meaningful and relevant.
Step 4- Identify Ways to Assess or Evaluate Student Progress
A variety of assessment techniques can include portfolios, rubrics, performance-based assessment, and knowledge mapping.
Once again, we cannot assume that "one size fits all." As a result, varying means of student assessment is necessary if students are to be given every opportunity to demonstrate authentic learning.
Multiple IntelligencesMultiple Intelligences
Verbal LinguisticVerbal LinguisticListeningSpeaking ReadingEssays / Reports BiographiesAutobiographies VocabularyJournal DiaryCreative writing DebatePoetryHumor / JokesStorytellingWord puzzlesResearch
InterviewSurveyMagazinesNewspapersNewslettersSymbolsPrintoutsObituary/EpitaphBirth announcementShort storyBook jacketPublic service announcementOral historyPower point Video production
MathematicalMathematicalLogicalLogical
Abstract symbolsFormulasOutlinesMatricesTangramsSequencesPatternsTheoremsGraphic organizersNumber sequencesCodesAnalogiesLogic
Calculations and computationsProblem solvingMazes PuzzlesSurveysTimelineGraphingPlottingSpreadsheetsChartsStatistical AnalysisConstructions
Visual SpatialVisual SpatialImageryImaginationPosterPatternsDesignsMosaicsModelsMapsIllustrationsPaintingsStoryboardsPaintingsMind-mapSculpture
Pictures Drawings VideotapesVisual aidsMurals StatuesMobilesDoodlesCollageCartoonsAds3D DrawingsPlastics Machining ProjectCADD/CAM Drawings
Body KinestheticBody Kinesthetic
Folk dancesSportsDramatizationsSkitsBody languageFacial expressionsExperimentsDanceGesturesCreative movementReenactmentsMartial arts
Body languageCharades PantomimesExerciseMimeInventingSports gamesLab workSportsInterviewsHobby collectionsObstacle course
Musical RhythmicMusical Rhythmic
RhythmsMusical compositionMusical performanceMusicalsInstrumentsWriting songsPerformanceHarmonies Melodies
ChordsChoral readingsAcappella choirsScoresPercussion vibrationsHummingEnvironmental soundsSinging
NaturalistNaturalist
CollectingField studiesUse of natural objectsObserving nature Bird watchingFishingPlanting Growing thingsForecasting weatherStar gazing
Exploring natural phenomena Categorizing rocksOrganizing systemsTrail walksWeather reportsDisease reportsOrienteeringWorking outside
Interpersonal Interpersonal Giving feedbackIntuiting others’ feelingsCooperative learning Person-to-person communicationEmpathy practicesCollaboration skillsGroup projectsDialogs conversationsDebatesArguments
CommunicationRound robinsGamesGroup tasks and projectsLeadership skillsCommercialsCampaign speechPhone conversationInterviewsConfessionSales pitch
Intrapersonal Intrapersonal
ListeningSpeaking ReadingEssays / Reports BiographiesAutobiographies VocabularyJournal DiaryCreative writing DebatePoetry
Humor / JokesStorytellingWord puzzlesResearchInterpretations“Centering” practices Focusing skillsAutobiographyMonologue
Existential Existential
InterpretationDebateIndividual goalsHistorical interpretation OpinionsCulturesReligious beliefsPhilanthropyDiscussion
Analysis of Character MotivesCurrent EventsStudent governmentSocratic seminarMock trialsMock electionsPosition paperQuestions to ponder
LunchLunch
Activity: Straw Activity: Straw TowerTower
• Form a team of two or three.
• Decide on the following:(1) Designer, (2) Reporter, (3) Time Keeper
• In 15 minutes, design and build the tallest tower you can using only 10 straws and 1 foot of masking tape.
• Be prepared to explain what was successful and what was not.
Grouping Students?Grouping Students?• Who decides?• How big are your groups?• What roles do you establish?• What rules do you set?• How often do you use groups?• When do you use groups?• What do you do if groups fight?
Shirt ActivityShirt Activity• Count off in two’s
(one, two).
• Each person: draw a shirt or a blouse.
• As a group, decide on which blouse you like the most.
Using TechnologyUsing Technology• Interactive Board (or just projector)• PowerPoint• Websites• Learning Center/Station• Media (YouTube, United Streaming)• Create PowerPoint, Website, Wiki,
Podcast… (well, not just yet).
Websites Websites ((http://http://di.weebly.comdi.weebly.com))
• YouTube, TeacherTube and United Streaming• Internet 4 Teachers• Differentiation in Wilmette• BBC Skillswise• Virtual Manipulatives for Math• StarFall and Story Place• Interesting Things for ESL Students• Weebly • Faves in Fives (explore)
End of the DayEnd of the Day• Think of a word that describes what
“effective instruction” means to you in your education setting.
top related