animal school “everybody is a genius. but, if you judge a fish by its ability to climb a tree,...
TRANSCRIPT
Animal School
“Everybody is a genius. But, if you judge a
fish by its ability to climb a tree, it’ll spend its
whole life believing that it is stupid.”
~Albert Einstein
Molly Aschoff • [email protected]
Jill Bates • [email protected]
Becky Brandl • [email protected]
Deb Wragge • [email protected]
Differentiating Instruction in the Classroom using MAP Data
Unified DistrictFebruary 14, 2013
Agenda
1. Introductions and Review of Agenda
1. Differentiation of Instruction – What it is….How do you “do” it… How do you use it?
2. Break w/ grouping for Work Time
1. Work Time to create a Differentiated Lesson
Why Differentiated Instruction?
Dealing with the reality of diverse
learners
Linking MAP and Differentiation
Molly
One way to think about differentiation
Differentiation is classroom practice that looks eyeball to
eyeball with the reality that kids differ, and the most effective
teachers do whatever it takes to hook the whole range of kids on
learning.
Mapping a Route Toward Differentiated Instruction
“Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.”
~Carol Ann Tomlinson
Strategies to Differentiate
Becky
Classroom Elements
Elements to consider for differentiating include:
content process product learning environment
Let’s take a look at each one . . .
Content
• what the student needs to learn . . . instructional concepts should be broad based all students should be given access to the
same core content content complexity should be adapted to
students’ learner profiles teachers can vary the presentation of content
to best meet students’ needs ( i.e., textbooks, lecture, demonstrations, taped texts)
Process
• activities in which the student engages to make sense of or master the content Examples
• scaffolding
• flexible grouping (ability or interest)
• interest centers
• manipulatives
• varying the length of time for a student to master content
• encouraging an advanced learner to pursue a topic in greater depth
Product
• culminating projects ask students to apply & extend what they have learned demonstrate their knowledge in different ways
• various levels of difficulty• group or individual work• various means of scoring
Learning Environment
• differentiated classrooms should include areas in which students can work quietly collaborate with others access material reflecting diverse cultures routines allow them to obtain help when the
teacher isn’t available ~Tomlinson, 1995, 1999; Winebrenner, 1992, 1996
• how the classroom works and feels
Key Guidelines
• All of you are already doing some differentiation take small steps to implement engage all learners (essential) clarify key concepts and generalizations: note taking
is critical use assessment as a teaching tool to extend rather
than merely measure instruction emphasize critical and creative thinking as a goal in
lesson design provide a balance between teacher-assigned and
student-selected tasks
What is meant by ongoing assessment and
adjustment?
Assessment is organic!
Quick, not always recorded for a grade
Is a tool that directly affects ongoing plans for instruction
Leads to increased “yields” in academic growth
What is meant by “Flexible Grouping?”
Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency
Students sometimes work in groups defined by interests and/or learning styles
Teachers sometimes move between groups to provide instruction
Teacher becomes more of a “facilitator” of knowledge and skills
Removes the negatives and stigma of “static” groups
Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture
Benefits of Flexible Grouping
Source: The Differentiated Classroom, Tomlinson 1999
Sample Supporting Strategies
http://resources-for-differentiation.wikispaces.com/Teacher+Tool+Box
Paragraph Shrinking Tiered Lessons 4-MAT
Jigsaw Tiered Centers Varied questioning strategies
Taped material Tiered Products Interest Centers
Anchor Activities Learning Contracts Interest Groups
Varying Organizers Small Group Instruction Varied Homework
Varied Texts Group Investigation Compacting
Supplementary Materials Orbitals Varied Journal Prompts
Literature Circles Independent Study Complex Instruction
Cubing Tiered Assignments Reading Buddies
Differentiation Strategies
Participants will:•identify familiar strategies & explore new strategies
•begin to create a differentiated lesson from information in DesCartes & the Class Breakdown by Goal Report
For demonstration purposes, I chose the skill of . . .
Summarizes Complex Informational Text
Skills and Concepts to
Introduce, Develop or Enhance
Summarizes informational text (1 – 2 paragraphs)
1. content
2. process
3. product
4. learning environment
Paragraph Shrinking
• Assign partners (alternate ranking)
• Pairs take turns being the coach/player
• Read aloud 5 minutes (adjust by time or length of material)
• Stop and tell tell the who or what name the most important thing about the ‘who’ or ‘what’ tell the main idea shrink into 10 words or less
Medical Excerpt
No particular drugs, such as prophylactic bicarbonate infusions or dextran infusions, have been found to be beneficial in the perioperative period. However, bicarbonate along with adequate ventilation should be used to correct for metabolic acidosis. Theoretically, slight hyponatremia may be beneficial by decreasing the concentration of hemoglobin within the red blood cell and MCHC. Hence, this author prefers to use lactated ringers if there is no lactic acidosis over normal saline because of the lower sodium content of lactated ringers. Lastly, mannitol or hypertonic saline should be used with great caution in the sickle-cell disease patient because increased serum osmolality may cause red blood cell dehydration.
Easy to Alter Elements
• Time
• Increase response opportunities
• Vary modalities – oral, motor, written (non-linguistic representation)
• Questioning
It can be done! Teachers who utilize D/I find
that:
They have fewer discipline issues
Student growth is significantly increased
Their interactions with students are more positive and productive
Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them
Wiki Walk
Deb
Wiki Walk
• http://esu8-staff-development.wikispaces.com/Differentiation+of+Instruction
or Tiny URL
http://tiny.cc/8e1kpw
Break Time
Work Time Directions
Jill
Work Time Responsibilities
• With a partner briefly discuss the previous presentation. Seek clarification and depth of understanding Clarify, or ask for further clarification, of any unclear concepts or possible
misconceptions
• Determine how you will differentiate a lesson for implementation
• Access the Wiki: http://esu8-staff-development.wikispaces.com/Instruction Access and investigate the tools you will use to complete this project
• Create your Differentiated Instruction Lesson Plan Select the Planning Ladder which best matches your “plan” Using the MAP Class Breakdown Report, the DesCarte for your groupings and your teaching
resources design your differentiation
• Complete the “Exit Ticket”… A MUST DO Plan at least 10-15 minutes near the end of your session to complete this Google
Form – The link for this form is being emailed to your account as we speak
Work Time
http://esu8-staff-development.wikispaces.com/Instruction
School for the AnimalsAn Allegory for Why Differentiation Matters
Video:
You may find this video at:
Animal School
“Everybody is a genius. But, if you judge a
fish by its ability to climb a tree, it’ll spend its
whole life believing that it is stupid.”
~Albert Einstein
Exit Ticket
Tiny URL
Exit Ticket
Deb