differentiating instruction shari gallin washburn christy lendman gua, 2003
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Differentiating Instruction
Shari Gallin Washburn Shari Gallin Washburn Christy LendmanChristy Lendman
GUA, 2003GUA, 2003
A New Look at Bloom’s cont. Critical thought processes are interrelated Critical thought processes are interrelated
and interactiveand interactive
Critical thought has knowledge and Critical thought has knowledge and comprehension at the centercomprehension at the center
Critical thought builds knowledgeCritical thought builds knowledge
The full range of thinking skills may be The full range of thinking skills may be involved when learninginvolved when learning
The Six Facets of Understanding
ExplanationExplanation
InterpretationInterpretation
ApplicationApplication
PerspectivePerspective
EmpathyEmpathy
Self-knowledgeSelf-knowledge
What Gets Differentiated?CONTENT
What students should:• Know• Understand• Be able to do
PROCESSHow students will:
• Create their own understanding of the concept• Construct their knowledge
PRODUCTDemonstration of knowledge
Differentiated Instruction – A Philosophy
Students differ in theirStudents differ in their ReadinessReadiness InterestsInterests Learning stylesLearning styles
adapted from C.Tomlinson, ASCD, Sept., 2000
Differentiated Instruction – A Philosophy cont.
Students require variedStudents require varied KnowledgeKnowledge PacePace SupportsSupports
adapted from C.Tomlinson, ASCD, Sept., 2000
Differentiated Instruction – A Philosophy cont.
Students learn best when:Students learn best when: ChallengedChallenged They make connectionsThey make connections Learning is authenticLearning is authentic There is a community of respectThere is a community of respect
adapted from C.Tomlinson, ASCD, Sept., 2000
Setting Goals
Let standards be your guideLet standards be your guide Clarify the essentialsClarify the essentials
Goal vs. demonstrationGoal vs. demonstration Skills vs. content knowledgeSkills vs. content knowledge
1.2.8 Read and understand essential content of informational texts and documents in all academic areas
Differentiate fact from opinionDifferentiate fact from opinion Distinguish essential from non-essential Distinguish essential from non-essential
informationinformation Draw inferences based on a variety of Draw inferences based on a variety of
sourcessources Evaluate text organization and content Evaluate text organization and content
to determine purpose...to determine purpose...
Standard/Goal Focused
Fact/OpinionFact/Opinion
Various types of Various types of texttext
Degrees of Degrees of complexitycomplexity abstractnessabstractness
Evaluate TextEvaluate Text
Varied LevelsVaried Levels Hidden meaningsHidden meanings graphicsgraphics layoutlayout
Pre-Assessment
Data that drives differentiated Data that drives differentiated instructioninstruction
Empowers you to make learning Empowers you to make learning appropriately challengingappropriately challenging
Assess for readiness, interest, and Assess for readiness, interest, and learning styleslearning styles
Pre-assessment should:
Be reasonable in lengthBe reasonable in length Include all of the skills in the unitInclude all of the skills in the unit Be easy to interpretBe easy to interpret Be open-ended when appropriateBe open-ended when appropriate Be on-goingBe on-going
Pre-Assessment cont. Readiness Interests Learning
CourseworkCoursework
SurveysSurveys
Concept mapsConcept maps
KWLKWL
Skill QuizzesSkill Quizzes
Story tellingStory telling
ObservationsObservations
InventoriesInventories
InterviewsInterviews
LogsLogs
JournalsJournals
ChecklistsChecklists
InventoriesInventories
4MAT4MAT
ChecklistsChecklists
ChoiceChoice
Now What?
Flexible groupingFlexible grouping TieringTiering Stations and CentersStations and Centers Contracts and CompactsContracts and Compacts
Flexible Grouping Principles
Group based on readiness, Group based on readiness, interests, learning stylesinterests, learning styles
Keep the group size small (3-5)Keep the group size small (3-5)
Flexible Grouping Principles cont. Keep groups Keep groups flexibleflexible::
Vary level and paceVary level and pace Change membershipChange membership
Teach group social skillsTeach group social skills Turn-takingTurn-taking AccountabilityAccountability
Tiering
Leveling activities while maintainingLeveling activities while maintaining
the same essential goal.the same essential goal.
Tiering Principles
Students work on the sameStudents work on the same Essential idea Essential idea Key skillsKey skills
Tiering Principles cont.
Students work at different levels ofStudents work at different levels of ComplexityComplexity AbstractnessAbstractness Open-endednessOpen-endedness
Tiering Principles cont.
Should include problem-solving:Should include problem-solving: That is teacher facilitatedThat is teacher facilitated
Through a wide range of activitiesThrough a wide range of activities
Tiering Principles cont.
Activities should be:Activities should be: Open-endedOpen-ended Appropriate to readinessAppropriate to readiness Require complex exploration with Require complex exploration with
appropriate supportsappropriate supports
The Activity LadderHigh skill High skill complexitycomplexity
Low skill Low skill complexitycomplexity
1.1. Chart the complexity of Chart the complexity of a current activitya current activity
2.2. Determine what Determine what supports, materials, supports, materials, connections, timelines, connections, timelines, resources, application, resources, application, and monitoring will and monitoring will enable activity to be enable activity to be more or less complexmore or less complex
3.3. Clone the activityClone the activity
11stst Tier Tier 22ndnd Tier Tier 33rdrd Tier Tier
Concrete ideasConcrete ideas Abstract ideasAbstract ideas
Teacher plans, designs,Teacher plans, designs, Student plans,Student plans,
and monitors activitiesand monitors activities designs, and designs, and monitors monitors
activitiesactivities
Structure use of Structure use of Discovery through Discovery through
manipulatives manipulatives manipulativesmanipulatives
Cloning a Lesson – The Tiering Continuum
Learning Stations
Different areas within the classroomDifferent areas within the classroom All stations work in concert with each All stations work in concert with each
otherother SymmetrySymmetry AnglesAngles GeoboardsGeoboards TangramsTangrams TessellationsTessellations
Learning Stations cont.
Students work on various tasks Students work on various tasks simultaneouslysimultaneously
Incorporate flexible groupingIncorporate flexible grouping Within the station – different tasksWithin the station – different tasks Schedule rotation Schedule rotation
Different combinations of stationsDifferent combinations of stationsDifferent lengths of timeDifferent lengths of time
Centers Teach, reinforce, or extend a particular Teach, reinforce, or extend a particular
skill or conceptskill or concept Focus on masteryFocus on mastery Vary activity types for different Vary activity types for different
Readiness levelsReadiness levels Learning stylesLearning styles InterestsInterests
Contracts & Compacting Negotiated AgreementNegotiated Agreement Content delineates :Content delineates :
SkillsSkills Working conditionsWorking conditions ConsequencesConsequences Outcome criteriaOutcome criteria Signatures/Signatures/
accountabilityaccountability
Assess prior Assess prior knowledgeknowledge
Identify unknownsIdentify unknowns Student buys-back Student buys-back
time for an alternative time for an alternative activityactivity ChallengingChallenging MeaningfulMeaningful
How to Begin?
Start smallStart small Slowly but surelySlowly but surely Envision and predictEnvision and predict Reflect and assessReflect and assess
Key Principles of Differentiating Instruction
Teacher recognizes and appreciates student Teacher recognizes and appreciates student diversitydiversity Community of respectCommunity of respect
Teachers and students collaborateTeachers and students collaborate Work is challenging and meaningful for all Work is challenging and meaningful for all
students (Unequal=Fair)students (Unequal=Fair) Flexibility!Flexibility!
Adapted from C. Tomlinson, The Differentiated Classroom, 1999.Adapted from C. Tomlinson, The Differentiated Classroom, 1999.
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