Upload
derick-reynolds
View
212
Download
0
Tags:
Embed Size (px)
Citation preview
Differentiated Instruction: Knowing our students to teach our
studentsThe Dr. G.W. Williams Secondary School-January 30,
2009
Academic and Social Goals
• To deepen our understanding of effective instruction
• To develop a plan to get to know our learners’ strengths, needs and interests to be able to intentionally instruct effectively
• To invest in our own learning and the learning of others
Making Connections
PICK ONE OPTION:
A. Think of a student who was struggling that you were able to help because you followed his/her IEP, or found another way to reach him/her.
B. Think of a situation in your life when people in a group were reached in different ways.
THINK/PAIR/SHARE
Seeing the strengths
Artistic Ambitious Adaptable Active Athletic Analytical Articulate Avid Agile Accurate
Balanced Benevolent BubblyCareful Considerate Cheerful Coordinated Caring Clever
Creative Compassionate Committed Capable Courageous Consistent Cooperative
Daring Disciplined Dedicated Dependable Determined Diligent Deliberate
Exact Empathetic Energetic Encouraging Efficient Expressive Eager Ethical
Friendly Fair-minded Flexible Fun-loving Focused Goal-directed Graceful Honourable Humorous Humble Imaginative Industrious Influential Inquiring Intellectual Joyful Judicious
Big Idea – Non NegotiableBig Idea – Non Negotiable
• Differentiation is responsive teaching rather than one size fits all teaching.
Big IdeaBig Idea
• Knowing your learner in order to teach them well
Big Idea – Non NegotiableBig Idea – Non Negotiable
• Quality differentiation depends on having clear curriculum targets
Differentiation must be an extension of, not a Differentiation must be an extension of, not a replacement for, high quality curriculum.replacement for, high quality curriculum.
» Tomlinson, 2000
Big IdeaBig Idea
• Using varied instructional strategies for responding to readiness, interest, and learning profiles
Big Idea – Non NegotiableBig Idea – Non Negotiable
• Flexible grouping that varies depending on readiness, interests and learning profile.
Big Idea – Non NegotiableBig Idea – Non Negotiable
• On-going assessment and adjustment is essential
Ongoing assessment
and adjustment
Teachers Can Differentiate Through:
Content Process Product
according to students’
Readiness – Start where they are!
Interests-Make it meaningful!
Learning Profile-Build on their strengths!
Differentiating Instructionis a teacher’s response to learner’s needs guided by:
Environment
Based on The Differentiated Classroom - Carol Ann Tomlinson
Start Here!
Understanding the Learner
“Students taught in their preferred learning styles demonstrated higher levels of achievement, showed more interest in the subject matter, approved of instructional methods, and wanted other subjects to be taught similarly.”
Bell, L. (1986).
Learner Profile Cards
Auditory, Visual, Kinesthetic
Modality
Multiple Intelligence Preference
Gardner
Analytical, Creative, Practical
Sternberg
Student’s Interests
Favorite subject
Gender Stripe
Nanci Smith,Scottsdale,AZ
Why do we need learning profiles?
• Learning profile refers to how an individual learns best - most efficiently and effectively.
• Teachers and their students may differ in learning profile
preferences.Janet Rex ASCD 2009
Creating the Learner Profile
Interactive ToolsV.A.K.http://www.usd.edu/trio/tut/ts/stylest.html
M.I.http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfmStudent Interests/Strengthswww.careercruising.ca
(Matchmaker & My Skills)
Paper Toolshttp://www.e2c2.com/uploads/Learning_Profiles_Retyped.doc
Karen Hume’s Start Where
They Are CD-ROM (permission to copy, share, modify)
A New Semester: Continued Learning
• What supports do my students need to self-assess?
• How will this data about students inform my practice?
• How will I know I am on the right track?
Ongoing assessment
and adjustment
Teachers Can Differentiate Through:
Content Process Product
according to students’
Readiness – Start where they are!
Interests-Make it meaningful!
Learning Profile-Build on their strengths!
Differentiating Instructionis a teacher’s response to learner’s needs guided by:
Environment
Based on The Differentiated Classroom - Carol Ann Tomlinson
Start Here!
Tools for going deeper…
Materials available at www.caroltomlinson.com
www.e2c2.com/
fileupload.asp
Karen Hume’s Start Where They Are
One Tool: Choice Board
Visual Auditory Kinesthetic
Create an acronymCreate an acronym Tell a partnerTell a partnerGet in a small group Get in a small group
and play summary and play summary ballball
Design a test questionDesign a test questionCreate a Create a
15-second radio 15-second radio commercialcommercial
Make a tableauMake a tableau
Design a bumper Design a bumper stickersticker
Compose new lyrics Compose new lyrics for a songfor a song
and sing itand sing itPlay charadesPlay charades
From Karen Hume, Start Where They Are
One Tool: Learning Stations
Station A: Computer simulation• Students use the website to view an animated 3D model of the atom
they are drawing. The website allows students to view the atom from a nuclear view or an electron view. www.colorado.edu/physics/2000/applets/a2.html
Station B: Atomic structure demonstration kit• Students use a kit to model atomic structure before drawing the
diagram. Students are given bingo chips that represent protons (red), electrons (blue), and neutrons (green), and a template of an atom. They then place the bingo chips on the template to create a Bohr-Rutherford model of the atom they are drawing.
Station C: Arts and crafts • Students will be given pipe cleaners, beads, and paper to build models
of the atom they are drawing.Station D: Textbook• Students will be provided with several textbooks that explain how to
draw BR diagrams. Students will use the resources to draw a BR diagram.
From Karen Hume, Start Where They Are
There are a lot of Stevens out there
From Karen Hume, Start Where They Are
“Know who I am.”
“Accept that we all learn differently.”
“Value me for who I am.”
“I may need to learn in a different way than you.”
“Stop teaching me. Help me learn.”
“We need to challenge each other to work together toward change.”
Students’ Voices
From Student Panel, Quest 2008
Exit Card
What I like about explicitly getting to know my students is:
One question I am asking myself right now about DI is:
One strategy I would use in my classroom to reach my students is:
One strategy I would like to learn more about is: