differentiating instruction by interest
Post on 24-Apr-2015
860 Views
Preview:
DESCRIPTION
TRANSCRIPT
Session Agenda
1) Something about you
2) Differentiated Instruction and the Big Picture.
3) Differentiating instruction by interest
4) Time with your PLC to apply a DI strategy
Locate areas # 1-5 in the room.As you hear the activity, go stand by the number that best reflects your interest
• Write an editorial to the newspaper• Email• Social networking• Debate a topic• Listening to talk radio • Write a journal
1= HIGH Interest2= Interested3= so-so4=Not much interest5=No interest whatsoever
What is your subject area?
1. M
ath/
Scien
ce
2. A
pplie
d Arts
3. P
hysic
al W
elfa
re
4. G
lobal
Stu
dies
5. F
ine
Arts
6. S
pecia
l Educa
tion
7. L
anguag
e Arts
8. A
dmin
istra
tion
12% 12% 12% 12%12%12%12%12%1. Math/Science2. Applied Arts3. Physical Welfare4. Global Studies5. Fine Arts6. Special Education7. Language Arts8. Administration
How much do you know about differentiated instruction based on interests?
1. I
know
all
...
2. I
nee
d a
re...
3. I
may
be le
a...
4. W
hy am
I he.
..
25% 25%25%25%
1. I know all about it (and should be making this presentation).
2. I need a reminder. 3. I maybe learned about it
once, but …4. Why am I here again?
KNOW UNDERSTAND DO-Instructional activity based on student interest.-Different tools to obtain student interest information
Understand that students who are interested in the learning process likely learn more and faster.
Create a lesson or reinvent an existing lesson that incorporates student interests. Apply the RAFT teaching strategy.
Remember the KUD from this morning?
Differentiationis a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
respectful
tasks
ongoingassessme
ntflexiblegrouping
Teachers can differentiate
according to students’
through a range of instructional and management strategies
ProcessContent Product
Interests Learning Profile
Readiness
LT PLC Cycle
Essential Outcomes S1
Instruction
Formative Assessment s2
Data Collection & Analysis s2
SMART Goals
Differentiated Instruction s3 & s4
Summative Assessment
Data Collection & Analysis
Stage One (S1) What do we want students to know and be able to do?
Stage Two (S2) How do we know when a student has learned?
Stage Three (S3) What do we do when students are not learning?(Interventions)
Stage Four (S4) What do we do when students are proficient?(Differentiation)
Strategies for differentiating content for students
• Readiness• Learning Profile• Interest
Student learning
Three ways to differentiate based on the student.
• Readiness – The current knowledge, understanding and skill level a student has related to a particular sequence of learning.
• Learning Profile – A students preferred mode of learning.
• Interest – What a student enjoys learning about, thinking about and doing.
Differentiating Instruction by Interest
Why should teachers care what students are interested in?
Students who are interested in the learning process likely learn more and faster.
We differentiate for INTEREST when we:
• Provide materials to encourage further exploration of topics of interest.
• Use student questions and topics to guide lectures, materials selection, examples, illustrations
• Encourage students to design and participate in the design of some tasks
• Vary the topics and activities we use related to unit content
When Should I Differentiate for Student Interest?
• Differentiate for interest when it makes sense to do so. Not all aspects of the curriculum are suited to differentiation for interest.
–Beginning of year–Beginning of a unit
How do I discover their interests?
Individual Interest vs. Content Interest
ToolsSurvey
Pie ChartRanking
Preassessment for interest sample
1. My favorite subject last year was… 2. I think that this year, my favorite subject
will be… 3. Of all the topics we studied last year in all
my subjects, my absolute favorite was… 4. Last year, I really did NOT like learning
about… 5. My favorite time of year is…, because… 6. My favorite animal is… 7. This is what I usually do after school….. 8. I would like to get better at… 9. I am pretty good at… 10. I could help you teach about…
11. In the summer, I … 12. Where I would most like to go on
vacation… 13. What I want to be when I grow up… 14. What I want to do after high school… 15. What I would study at college… 16. The last book I read was… 17. When I have quiet time, I like to think
about… 18. The last movie I saw was… 19. When I am with my friends, I like to… 20. Instruments I play…
Questions for a general interest survey
Differentiating for individual interest (when it makes sense to do so).
Individual Interests• Collect formal/informal data
on students passions, hobbies, activities
• Use an interest survey• http://www.gifted.uconn.ed
u/siegle/CurriculumCompacting/SEC-IMAG/ialsecon.pdf
• Softball, running, guitar, football, wars, music, video games, wrestling, basketball, soccer, traveling, reading, learning about other languages/cultures, lacrosse, archery, volunteering, writing, cooking, organizing, college football, violin, juggling, unicycling, (hands on), horses, softball, swimming, fishing, hunting, choir, grammar, photography, piano, ukulele, board games, technology, theater, radio, MMA, boxing, tennis, movies, scrapebooking, getting people to laugh, hiking, cheerleading, programming, frisbee, baseball, golf, snowball, pole vaulting, drawing, flute, gymnastics, baking
Fill in the pie chart to represent you as a person.
How do I discover their interests?
Individual Interest vs. Content Interest
ToolsSurvey
Pie ChartRanking
Differentiating for interest within a unit of study.
What Do You Want To Learn About Rome?
These are the topics we will be studying in our unit on Ancient Rome. We want to know what you want to learn about. Number your choices from 1-7. Make sure that 1 is your favorite and 7 is your least favorite.
_____geography _____government (laws) _____agriculture (foods they grew) _____architecture (buildings) _____music and art _____religion and sports _____roles of men, women, and children
Now that I know their interest what do I do with it?
KNOW• President John Kennedy,
Nikita Khruschev, Fidel Castro, Cold War, Ex Comm, U2 plane,
UNDERSTAND• Political leaders’ actions
and decisions can be driven by a desire to propagate national ideologies.
DO• Use information to write
from a non-personal perspective.
• Analyze and account for differing perspectives.
From whose perspective are you most interested in using to learn about the Cuban Missile Crisis?
1. U
.S. l
eader
...
2. S
oldie
rs/p
i...
3. S
oviet
& C
u...
4. H
isto
rians
25% 25%25%25%1. U.S. leaders2. Soldiers/pilots3. Soviet & Cuban Leaders4. Historians
RAFT = is a creative, fun strategy that encourages students to
1) assume a role 2) consider their audience,3) work in a particular format 4) examine a topic from their chosen perspective
Motivating because it gives students choice, appeals to their interests and learning profiles, and can be adapted to student readiness levels.
Possible RAFT Formats Role Audience Format Topic
AdvertisementAdvice column ApplicationCartoon Commercial Editorial EssayEulogy InterviewResumeReview SkitSloganYearbookDebateWillTelegramPamphletNews StoryInvitationFacebookTweet
On your own- RAFT application1) Meet with your subject area
2) Pick a current or upcoming lesson you will be teaching
3) Use the provided RAFT template to fill in the KUD first
4) Fill in the Role, Audience, Format, and Topic sections
5) Share and debrief with the group
What is your comfort level with DI by interest?
1. V
ery
com
for..
.
2. C
omfo
rtable
3. I
hav
e so
me.
..
4. I
hav
e onl
y...
25% 25%25%25%1. Very comfortable2. Comfortable3. I have some questions4. I have only just begun
top related