differentiated instruction embracing multiplicity fall staff development presented by: caice...
TRANSCRIPT
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Differentiated InstructionEmbracing Multiplicity
Fall Staff DevelopmentPresented by:
Caice Gallaher and Cheryl Pond
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Agenda (1/2 day)Welcome
Learning Styles InventoryVideo
Jigsaw (Differentiation Strategies)Break
Question/AnswerVideo
Thinking Outside the Box (Differentiated Content)Gallery Walk
ClosureExit Ticket/Evaluation
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Agenda (full day)Welcome
Learning Styles InventoryVideo
Jigsaw (Differentiation Strategies)Break
Question/AnswerVideo
Thinking Outside the Box (Differentiated Content)Gallery Walk
Exit TicketLunch Break
Menus, Choice Boards and RubricsGroup Work
Gallery Walk and Share TimeEvaluation Ticket
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What is Your Style?
• Learning Styles Inventory• Four Corners
– Group projects –What is Differentiation?– Presentations
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What is Differentiated Instruction?
http://ttc-rocket/SafeVideos/Video.aspx?id=8IjHGqOZEng
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The key
• The key to a differentiated classroom is that all students are matched with tasks compatible with their individual learner profiles
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Differentiating
• Content – MULTIPLE options for taking in information
• Process – MULTIPE options for making sense of the ideas
• Product: MULTIPLE options for expressing what they know.
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Differentiation
Always
Never
Teaches Up
Waters Down
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for Education
IN OUT Applying Knowledge Problem Solving Dialogue Facilitating Critical Thinking Simulation Teams Hands On Individualized Learning Self-Directed Learning
Regurgitating Facts Rote Learning Lecture Telling Memorizing Observation Sole Practitioners Passive Listening One Size Fits All Top Down Learning
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Peer Collaboration
• Discuss your definition of differentiated instruction with your elbow partner
• Share your views with the group
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Jigsaw
• Groups by color• Each color group is responsible for the
information provided. You will present this information to your home group.
• Return to your home group and share out information gained from your color groups.
• Create a differentiation T-Chart– What it is /What it is NOT
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Note Taking on the FlyWhat
Describe your strategy
Why
Why would teachers use this strategy?
How
What are the steps in applying this strategy?
Illustrate
Draw representation and be able to explain your thought
process.
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Break
• Be back in 10 minutes
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Discussion
• Compare the two group activities. – How was it different working with like
learning styles vs. multiple learning styles?• What part of each lesson was differentiated?
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What kids are saying about Differentiation
http://video.ascd.org/services/player/bcpid47884069001?bckey=AQ~~,AAAAAmGjiRE~,escbD3Me8-wNwVrrLtP1hZJzLSzWzxGl&bctid=60305095001
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At its most basic level, differentiating instruction means “shaking up” what
goes on in the classroom so that students have
multiple options fortaking in information, making sense of
ideas, and expressingwhat they learn.
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Think-Pair-Share
• Think about the information presented• Talk to your partner about what you heard
and why we should differentiate• Share ideas with the group
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There are Lots of Ways to Differentiate
Low Preparation Differentiation
• Choice of books• Homework Options• Use of Reading Buddies• Work Alone OR Together• Flexible Seating• Varied Supplemental
Materials• Think-Pair-Share• Open-ended activities
High Preparation Differentiation
• Independent Study• Multiple Texts• Multiple Testing Options• Interest Centers• Choice Boards• Simulations• Group Investigations
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Thinking Outside the Box
• Look inside your box• Work with your group to think of ways to
differentiate • Create a sample on the chart paper provided• Post your chart paper
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Gallery Walk
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Closure
• How was this workshop differentiated?
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Exit Ticket
• Complete your evaluation• Provide at least one thing you learned this
session that you will use in your classroom in the comment section
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Menus/Choice Boards
• Empowering students through CHOICE while ensuring adherence to important LEARNING GOALS.
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What are Menus and Choice Boards?
• Learning menus outline a variety of instructional options targeted toward important learning goals.
• Students are able to select the choices which most appeal to them.
• The teacher directs the menu process, but the student is given control over his/her choice of options, order of completion, etc.
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Kinds of Menus
• MENU: Main Dishes, Side Dishes, and Desserts (for younger learners)
• AGENDA: Imperatives, Negotiables, and Options (for older learners)
• THINK TAC TOE: Complete a row, column or diagonal line of activities.
• (all three options can be differentiated according to interest or learning profile)
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Menus/Choice Boards and CSCOPE
• Performance indicators• Project Ideas• Presentations• Assignments that require application, analysis
or evaluation of knowledge• Creating something new
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Rubrics
• Provide expectations for finished work• Provide guidance for students• Provide grading criteria for both teachers and
students
– Every Menu/Choice Board should include a rubric for assignments
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Your Turn
• Study the samples of menus/choice boards and rubrics
• Investigate CSCOPE/Curriculum provided• Design a menu/choice board with a rubric that
you can implement immediately and repetitively– Combine Performance Indicators and other
projects as desired to provide students with choices for applying content knowledge
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Let’s Share!
• Walk the room – Discuss other opportunities to incorporate
menus/choice boards– Take pictures of anything you would like to
remember later– Share email and contact information– Discuss ways to work together in the future
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Exit Ticket
• Complete your evaluation• Provide at least one thing you learned this
session that you will use in your classroom in the comment section