Differentiated Instruction:Differentiated Instruction:Adapting the Process Adapting the Process & Planning Lessons& Planning Lessons

Facilitated ByFacilitated By

Sara Fridley & Kathleen WestSara Fridley & Kathleen West

Region 3 Education Service AgencyRegion 3 Education Service Agency

sara.fridley@k12.sd.ussara.fridley@k12.sd.us

kathleen.a.west@k12.sd.uskathleen.a.west@k12.sd.us

Workshop 2

Workshop OutcomesWorkshop Outcomes

Increased understanding of how to Increased understanding of how to differentiate the “process”differentiate the “process”

Increased understanding of content Increased understanding of content standards and of standards-based lesson standards and of standards-based lesson planningplanning

Begin creation of a differentiated Begin creation of a differentiated lesson/unit to be used in your own lesson/unit to be used in your own classroomclassroom

Let’s Share!Let’s Share!

What Differentiated Instruction strategy did What Differentiated Instruction strategy did you try in your own classroom?you try in your own classroom?

How did it work?How did it work? Is there anything you want to do differently Is there anything you want to do differently

in the future?in the future? Is there a strategy you want to use in the Is there a strategy you want to use in the

future?future?

Key #1 – Adapt ProcessKey #1 – Adapt Process

Students use key skillsStudents use key skills– Bloom’s TaxonomyBloom’s Taxonomy– Multiple Intelligence TheoriesMultiple Intelligence Theories

Common focusCommon focus– Vary student activitiesVary student activities– Vary complexityVary complexity

Teacher uses a variety of methodsTeacher uses a variety of methods

More Than One Way to Get ThereMore Than One Way to Get There

Examples of Process DIExamples of Process DI

Jig Saw AssignmentsJig Saw Assignments Modify the environment (fidgets)Modify the environment (fidgets) Use good reading strategiesUse good reading strategies Graphic OrganizersGraphic Organizers Adding “movement” Adding “movement” Learning CentersLearning Centers Learning LogsLearning Logs Choices of tasksChoices of tasks Adjusting “time”Adjusting “time”

Using Reading Strategies in All Using Reading Strategies in All Content AreasContent Areas

Vary strategies to Vary strategies to aid a variety of aid a variety of learning learning styles/intelligencesstyles/intelligences

Good reading Good reading strategies work in strategies work in any content areaany content area

STRATEGIES: Before, During, & After Reading

Graphic OrganizersGraphic Organizers

Help learners visualize information Critical for visual learners!!

Good resources– http://www.writedesignonline.com/organizers/

– http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm

Add MovementAdd Movement

Manipulation & MovementManipulation & Movement Critical to kinesthetic/tactile learners!!Critical to kinesthetic/tactile learners!!

Good ResourcesGood Resources– Learning on Their FeetLearning on Their Feet– Minds in Motion Minds in Motion

Where Do Butterflies Come From?Where Do Butterflies Come From?

Ever wonder where a butterfly comes from? It comes from a chrysalis (KRIS-uh-liss) which is also called a pupa. A chrysalis looks like a tiny leathery pouch. You can find one underneath some leaves in the summer.

 

Some animals don't change much as they grow up. Think about it: someone your age looks a lot like a grown-up. Grown-ups have more wrinkles and gray hair. But they still have two arms, two legs and one head—just like you.

 

We're going to meet an animal that's very different—the butterfly. Butterflies go through four life stages, and they look very different at each stage.

High Quality ResourcesHigh Quality Resources

Marco Polo – curriculum resourcesMarco Polo – curriculum resources– http://www.marcopolo-education.com

» ReadWriteThinkReadWriteThink

» IlluminationsIlluminations

» ArtsEdgeArtsEdge

» EconEdLinkEconEdLink

» National Geographic ExpeditionsNational Geographic Expeditions

» ScienceNetLinksScienceNetLinks

» EdSitementEdSitement

Time For LunchTime For Lunch

Come back Come back at 1:00at 1:00

The 4 Hats of a TeacherThe 4 Hats of a Teacher DiagnosticianDiagnostician

– Who am I teaching?Who am I teaching?

Program Design EngineerProgram Design Engineer– What are students expected to learn?What are students expected to learn?

Project ManagerProject Manager– How are students demonstrating their knowledge?How are students demonstrating their knowledge?

AssessorAssessor– Does the student product reflect/demonstrate Does the student product reflect/demonstrate

understandings but also challenge them to stretch?understandings but also challenge them to stretch?

Program Design Engineer HatProgram Design Engineer Hat

What are my students expected to What are my students expected to – KnowKnow

– UnderstandUnderstand

– Be able to doBe able to do

Unpack your Content Standard(s)Unpack your Content Standard(s) What does this Content Standard mean in terms of What does this Content Standard mean in terms of

student work?student work? The Content Standard is the The Content Standard is the BARE MINIMUMBARE MINIMUM!!

Teaching the Standard is Not the Teaching the Standard is Not the Same as Teaching to the TestSame as Teaching to the Test

Adapting the Process: Adapting the Process: Pre-assessment in a Differentiated Pre-assessment in a Differentiated

ClassroomClassroom

Provides a baseline of Provides a baseline of prior knowledgeprior knowledge

Helps set a high ceilingHelps set a high ceiling Capitalizes on interests, Capitalizes on interests,

abilities, strengths, abilities, strengths, learning styleslearning styles

Handout: Pre-assessment ladder

Approaches to Approaches to Pre-AssessmentPre-Assessment

FormalFormal– Pre-tests/quizzesPre-tests/quizzes– Performance on prior end-of-unit assessmentsPerformance on prior end-of-unit assessments

InformalInformal– Journal entriesJournal entries– SurveysSurveys– Webbing activitiesWebbing activities– Systematic ObservationSystematic Observation

Project Manager HatProject Manager Hat

How are my students demonstrating their How are my students demonstrating their knowledge?knowledge?

What evidence will I collect?What evidence will I collect? Do I record a grade for it?Do I record a grade for it? Do I have a balance between summative Do I have a balance between summative

and formative assessments?and formative assessments?

Let’s Build a LessonLet’s Build a Lesson

Standards basedStandards based What pre-assessment could you use?What pre-assessment could you use? Understanding By DesignUnderstanding By Design ““Four Stages” of lesson designFour Stages” of lesson design

1.1. Identify desired outcomesIdentify desired outcomes

2.2. Determine acceptable evidenceDetermine acceptable evidence

3.3. Plan learning experiences and instructional Plan learning experiences and instructional activitiesactivities

4.4. Plan differentiationPlan differentiation

Homework for MarchHomework for March Bring your first lesson/unit in MarchBring your first lesson/unit in March

– Rough draft is OKRough draft is OK– Present it to the groupPresent it to the group

Read & Explore Read & Explore – The Brain Compatible ClassroomThe Brain Compatible Classroom

» The Body, Movement, & the BrainThe Body, Movement, & the Brain

» Time, Time, and More TimeTime, Time, and More Time

The Body, Movement, and the The Body, Movement, and the BrainBrain

Essential Question – How can movement Essential Question – How can movement help the brain reach its potential?help the brain reach its potential?

The Brain-Compatible ClassroomThe Brain-Compatible Classroom– Chapter 3 (pg 41)Chapter 3 (pg 41)

What can you take from this resource back What can you take from this resource back to your own classroom?to your own classroom?

Time, Time, and More TimeTime, Time, and More Time

Essential Question – What role does TIME Essential Question – What role does TIME play in the classroom?play in the classroom?

The Brain-Compatible ClassroomThe Brain-Compatible Classroom– Chapter 5 (pg 75)Chapter 5 (pg 75)

What can you take from this resource back What can you take from this resource back to your own classroom?to your own classroom?

Brain ResourcesBrain Resources

Brain BreaksBrain Breaks– http://www.alite.co.uk/information/brain_breaks.htm

Grow a Brain (Susan Jones)Grow a Brain (Susan Jones)– http://www.susanjjones.com/grobraintro.html

The Brain ConnectionThe Brain Connection– http://www.brainconnection.com/

Fun Math ResourcesFun Math Resources

Chaos in the ClassroomChaos in the Classroom– http://math.bu.edu/DYSYS/chaos-game/chaos-game.html

FractalsFractals– http://math.rice.edu/~lanius/frac/

Pre-assessment ResourcesPre-assessment Resources

http://assist.educ.msu.edu/ASSIST/classroom/assessment/section1/sec1strat1preassess.htm

http://curry.edschool.virginia.edu/gifted/projects/NRC/projects/ascd/ascd2002.ppt