What is it? Why do we need it? What does it look like?

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What is it? Why do we need it? What does it look like?. Metropolitan Nashville Public Schools Department of Exceptional Education. Differentiated Instruction Overview. WORKSHOP: 8:30-3:30 LUNCH: 11:15-12:30. A.M. BREAK ~ 9:45-10:00 P.M. BREAK ~ 1:45-2:00. Ground rules. - PowerPoint PPT Presentation

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Differentiated Instruction Overview What is it? Why do we need it? What does it look like?

What is it? Why do we need it? What does it look like?

Metropolitan Nashville Public Schools Department of Exceptional Education

Differentiated Instruction Overview1WORKSHOP: 8:30-3:30LUNCH: 11:15-12:30A.M. BREAK ~ 9:45-10:00 P.M. BREAK ~ 1:45-2:00

2Supportive TeachingGround rulesPlease silence your cell phones

We have scheduled breaks, but please take one if needed.

Please use the Parking Lot for questions, we will try to get to all of them during the breaks.

Session OverviewWhat is Differentiation?Why Do it?Instructional StrategiesTips For InstructionAssessment Tools

4Our session overview includes the following

Pair and Share 5We are going to take the next 6-8 minutes to discuss with a partner an idea that you have for choice boards. Then together I would like for you to make a choice board.Same or Different Ice BreakerIn your packet there is a Venn DiagramWithin your group figure out how you are same and how you are different.Share Out: 1 same and 1 different with the group.

SameDifferent6Give chart paper to the groups-each group needs markers-have them discuss how they are alike, different Give each group 10 minutes, then share out with the group.

Differentiating Instruction: The Journey

"In the end, all learners need your energy, your heart and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners."

-Carol Ann Tomlinson

7We are so glad that you are here today to go on this journey of DI with us.When a teacher tries to teach something to the whole entire class at the same time, chances are, one-third of the kids already know it; one-third will get it; and the remaining third wont. Lillian KatzWillis, S (November 1993). Teaching Young Children: Educators Seek Developmental Appropriateness. Curriculum Update, 1-8.Why Do We Need to Differentiate?8Lillian Katz is an internationally known expert on young children's intellectual and academic development.

Think of the students in your classroom right now. If this quote is true, could you put your students into each one of these three categories? What is Differentiated Instruction?A collection of best practices, strategically employed to maximize students learning at every turn, including giving them the tools to handle anything that is undifferentiated. Highly effective teaching.Requires us to do different things for different students, based upon individual student needs. 9People learn differentlywe have various learning styles, learning strengths, abilities, and interests.

We also learn alike in that we need to find meaning and make sense of what we study. We learn best from work that demands we stretch ourselves, but does not intimidate us.Differentiated Instruction is. . . .Whatever works to advance the student when the regular classroom approach doesnt meet students needs. Designed to tap into different student readiness levels, interests, and learning profiles.Teaching different students the content in different ways, based on how students learn.

10Basically, it is whatever works to advance the student. It makes us TAP into students different levels and readiness.Differentiation is a Philosophy

All students have areas of strength.All students have areas of weakness.Every brain is as unique as a fingerprint.Each student brings prior knowledge and experience to a new learning situation.Emotions impact learning.Learning is a lifetime journey.All students can learn!DO YOU BELIEVE?11DO YOU BELIEVE? Did you realize that every brain is as unique as a fingerprint? ALL students have strength and weakness. It is our job to find those qualities and bring it out in our students. Our students today come with some many experiences and prior knowledge. Click on the Do you believe? To watch video clip of DaltonWhy Differentiate?

12We all know that students across the country today represent great diversity. They come from differing cultures, value systems and religions. They have different learning styles. They arrive at our schools with very different levels of developmental maturity. Their interests differ greatly, and at any given time, they reflect differing levels of academic readiness in varying subjects. Teachers must face these diverse classroom settings prepared to meet the needs of these students. We cannot say that teaching has occurred until students have learned.Stress with participants that we will be learning about how to manage instructional strategies, not defining new strategies. Differentiated instruction is simply a management system.

Strategy: Movement

Did you know ...A 5-15% increase in blood and oxygen flow to the brain is created when one stands. This also causes students to become more aroused and alert (Jensen, 1995).Twenty years of research have shown that movement puts learners, whether kindergarteners or college students, in an appropriate state for learning (Thayer, 1996). 13READ Music, Rhythm, Rhyme, and Rap Did you know Music provides a valuable aid to memorization (Sprenger, 1999).Long-term memory and emotion are activated by the signals that music carries (Webb & Webb, 1990).Music connects multiple brain sites by activating and synchronizing neurons firing patterns (Jensen, 2001).14Incorporate throughout. May also want to mention that there is a great website on the internet resources page in there handout.http://www.theteacherscorner.net/lesson-plans/music/index.htmMusic Break

15Everyone will do the cupid shuffle.Wait for the intro beat. Rock to the beat and get ready. When the song says, "Do ya dance?", start the next steps. Step 4 times to the right. Step 4 times to the left. Kick your right leg, then your left leg. Repeat this twice for each leg. Walk it by yourself. Just walk in place, but turn to the left while doing so, so that when you get to the next part, you're facing a different direction. You can also turn and shake your hips to the beat. Repeat dance for each direction you're facing.

Music/Rhythmic Lesson IdeasHistoryMathLanguageScience & HealthGeographyFine ArtsAnalyze different historical periods through their music Learn mathematical operations through songs, jingles, & rhythmic beats Learn Morse Code & practice communicating with it Learn to use music, rhythm, sound, & vibrations to reduce stress Listen to & analyze different kinds of music from different cultures Play Guess the Rhythm/Instrument when listening to various musical pieces Create a series of key dates in history raps Learn addition, subtraction, multiplication, & division through drum beats Use different ldnds of music for different ldnds of writing Listen to the sound & rhythmic patterns of the environment (humanly-created & nature) Play musical & percussion instruments from around the world Turn a nonmusical play into a musical or into an old time radio show Teach learn songs/music that were popular in previous eras (e.g. Gregorian chant, WWII_songs) Break a set of tones and/or rhythmic patterns into various groups to learn division tables Create song/raps to teach grammar, syntax, phonetics semantics, & other language concepts Try various humming patterns to see how they can alter your mood & awareness Learn the key characteristics of music & rhythmic patterns from different cultures Practice impromptu music composition using the stuff in your surroundings Make musical instruments from the past & compose a piece using them Play the Rhythm Game to learn times tables (slap thighs, clap hands, snap fingers) Learn & practice phonetic punctuation (a la Victor Borge Experiment with the effects of vibration on sand in a metal plate Create a sound/tonal-based legend for a map Draw, paint, or sculpt a piece of music as it plays Watch films about the past & focus on the sounds of history Make up sounds for different math operations & processes Illustrate a story/poem with appropriate sounds, music, rhythms, & vibrations Assign sounds to systems you are studying such as the nervous system, circulatory systems, etc. Learn & sing songs from nations/countries being studied Make up a creative/interpretive dance to a piece of music

How to Differentiate a Reading Passage (Coming to our senses: Incorporating Brain Research Findings into Classroom Instruction)Make a GridForm a group of fourNumber off and assign 1, 2, 3, 4Read assigned part and take notesAdd personal commentsReport findings to the groupDiscuss and reflect

*Great DI strategy to use in your classrooms17Show example of paper and how to fold and what you want them to do.Journal Article is in your handouts from the morning starting on page 315 minutesBreak TimeMapping a Route Toward DI 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

19Next, in small groups have participants jigsaw read the article. They will then share their summary of what they read and discuss their insights. Put the next screen up for instructions.

THE DILEMMA!How does a teacher reach the needs of every student?

20DilemmaStudents Learn in a Variety of WaysLearning is based on a persons

Preferred Learning StyleExperiencesInterests21We know that within this group alone we all have different learning styles, but we also have different experiences and interest that we bring to the group as well. It is very important that we KNOW are students and take into account everything that they can bring to our classrooms. Does one size really fit all?Differentiated Instruction

22Does one size really fit all? Watch VideoLearning StylesDo you know your own teaching/learning style? Do you plan learning experiences that address different learning styles?Are a wide variety of activities available for students?MULTIPLE INTELLIGENCESBodily-KinestheticNaturalistVerbal-LinguisticIntrapersonalMusical-RhythmicInterpersonalVisual-SpatialLogical-Mathematical2424

MusicalLinguistic

Naturalist

Spatial

Intrapersonal

Bodily-Kinesthetic

Interpersonal

Logical-Mathematical

Multiple Intelligence Test

Take 10 minutes to complete the learning styles survey.Once you have tallied the results, choose your learning style preference group.Then we will share our learning style and what you think of the inventory.

Multiple Intelligences

Verbal/LinguisticGreat with words, spoken or written; These individuals are typically good with reading, writing, telling stories, and memorizing words along with dates.Logical/MathematicalPeople with this intelligence excel with abstract patterns, reasoning, and numbers.

Visual/SpatialThese individuals have a strong visual memory and excel with mentally manipulating objects. Bodily/Kinesthetic

Involves muscular movement, i.e. getting up and moving around into the learning experience; Good with physical activities such as sports or dance.Musical/RhythmicHave a high level of rhythm and a great sensitivity to sound; Able to sing, play musical instruments, and compose music.InterpersonalInteract well with others; Tend to be extroverts; Can be leaders or followersIntrapersonal

These individuals prefer to work alone. They learn best when they are able to concentrate on the subject by themselves.Naturalist

Individuals with this learning preference learn best when collecting or analyzing things close to nature.26Now after knowing your learning styles. Her are some examples of ways to tap into each learners style by incorporating some of these ideas into your teaching.LinguisticRead a book and then make up addition and subtraction story problems related to the characters in the storyTalk about fact strategiesLogical-Mathematical Create fact strategiesPractice with puzzles, such as magic squares or magic triangles.SpatialConnect quantities to visual images by using dice, dominos, and other everyday objects, such as egg cartonsDecorate fact cardsBodily/KinestheticDramatize story problems and fact strategiesUse counters to model problemsMusicalClap beats to match numbers used in problemsCreate songs about factsInterpersonalPractice with fact buddiesDiscuss fact strategies in groupsIntrapersonalSet personal fact goalsKeep a journal about fact strategiesNaturalistFind examples in doubles in natureCategorize facts that are best solved by particular strategiesMutiple IntelligencesDifferentiated Wait-TimeWait time allows students sufficient time to process and develop a response to a question before the teacher asks a specific student to respond.Every 20 minutes provide a 60 second talk break for students to process informationGive students 3-5 seconds of wait-timeSome students need more than 5 seconds when the question is above their recall levelSome boys may need up to 60 seconds to bring information up on their screenStudents whose primary language is not English will need additional processing timeStudents with expressive language difficulty need more time for the retrieval of words and thoughts

DIFFERENTIATION STRATEGIES: Flexible Grouping

2929Instructional strategies in a classroom using DI should include a mix of . . .

Individual activitiesGroup activitiesWhole class activities30Make sure to include a variety of ways for the students to participate throughout the day. Some will be individual, small groups, and whole class.

Current Student DemographicsLearning Style DifferencesAchievement GoalsExperiencesStudents Learn in a Variety of Ways

InterestLearning is based on a persons31We must take into account the diverse population of students that we are working with today.

32Differentiated InstructionISUsing assessment data (progress monitoring) to plan instruction and group students.Teaching targeted small groups (1:3, 1:5)Using flexible grouping (changing group membership based on student progress, interests, and needs).Matching instructional materials to student ability.Providing students with choices about what and how they learnTailoring instruction to address student needs.

IS NOTActivities that all students will be able to do

Getting it on your own

All assignments are the same for every student except for the number of problemsAllowing the early finishers computer timeAssigning extra work for more advanced students

Cooperative learning groups where the gifted student gets to be the leader

33If the diverse characteristics of Americas children were merged into one classroom of 30 students 18 would be White15 would live in a single parent family at some point in childhood10 would be born to unmarried parents7 would be born poor6 would be Hispanic5 would be African American4 would be born to a teenaged mother 3 wou...

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