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One Size Does Not Fit All: An Introduction to Differentiated Instruction. Workshop 1. Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us. Take Care of Business. Introductions Expectations of Trainers Credit
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One Size Does Not Fit All:An Introduction toDifferentiated Instruction Workshop 1 Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us
Take Care of Business • Introductions • Expectations of Trainers • Credit • Service Agreements
Workshop Outcomes • Increased understanding of what Differentiated Instruction IS & IS NOT • Add to our Instructional Strategies Toolbox • Increased understanding of theories of multiple intelligence/learning styles • Begin planning a differentiated lesson/unit for your own classroom
Essential Question • What are we preparing students to do?
What Differentiation IS NOT . . . • The same as individualization • Just another way to group kids • Expecting less of struggling learners than of typical learners • A substitute for specialized services • Chaotic • New
What Good Differentiation IS . . . • Varied avenues to content, process, product • Respectful of all learners • Proactive • Student-centered • A blend of whole class, small group, and individual instruction • Based on students’ readiness, interests, and/or learning profile
“Currently, students are required to adapt . . . to the prevalent teaching practices and instructional materials and assessment instruments. Those who can’t adapt are viewed as being deficient in their ability to learn.” - Marie Carbo, Educating Everybody’s Children
Essential Question • What contextual issues impact and influence curriculum and instruction?
3 Key Ways to Differentiate Instruction • Process • Activities • Calls on students to use key skills • Content • What we teach students • Materials and methods used • Product • How students show what they have learned • Should also allow students to extend what they learned
Key #1 – Adapt Process • Students use key skills • Bloom’s Taxonomy • Multiple Intelligence Theories • Common focus • Vary student activities • Teacher uses a variety of methods
Process Differentiation Examples • Tiered Assignments • Layered Curriculum (Nunley) • Learning Centers • Interactive Journals • Jig Saw Assignments • Learning Logs • Graphic Organizers
Key #2 – Adapt Content • Refers to both materials & methods • Accommodate students’ different starting points • Some students ready for more complex or abstract levels • Some students ready for independent work
Content Differentiation Examples • Multiple texts • Interest centers • Learning contracts • Support systems • Audiotapes • Mentors • Study partners
Key #3 – Adapt Product • Culminating learning experience that occurs after many days or weeks of study • Demonstration and extension of what they know, understand, and are able to do
Product Differentiation Examples • Variety of assessment types • Tiered Assignments • Independent Study
TIME FOR A BREAK • Questions On the Wall • Use your envelope to write any question you might have for the group on any curriculum design or classroom management topic. • Make sure your name is on the flap!
Variables to Consider • Readiness – in reading, math, & beyond • Complexity & Challenge of both process & product • Pace of learning and production • Grouping practices • Use of assessment results to inform teaching and learning
Principles to Guide Differentiated Classrooms • Focus on essentials • Attend to student differences • Assess often and use it to make adjustments/modifications • Mutual respect • Be flexible • Doesn’t happen 100% of the time!!!!
Simple Ways to Start • Add an interdisciplinary element to a favorite unit • Collaborate with other teachers • Offer students a variety of presentation options • Apply Multiple Intelligence thinking to group/individual projects
A Few Fun Strategies Teach In Color! Lefties Rule!
Color Increases Understanding • Using color for key concepts can increase memory retention up to 25%
Teach in Color • Color with Sunshine • Colored Acetate • Number chart • Sliding mask • Scotopic Sensitivity Syndrome • Highlight grammar • Painted Essay
Scotopic Sensitivity Syndrome • Contrast problems (only 1 symptom) • Strategies • Use dull colored paper for writing • Use colored acetate over black text on white paper • Use a bookmark when reading to avoid losing place • http://www.hale.ndo.co.uk/scotopic/ • http://www.irlen.com/sss_main.htm
Left Handed – In a Right Handed World • One person in 10 is left handed • Hand preference is evident by age 5 • Most common items/tools are designed for right handed people • Scissors • Rulers • Musical instruments
Time For Lunch Come back at 1:00
Multiple Intelligences Begin With the Brain
Simple Learning Styles • Auditory • Learns best from listening • Visual • Learns best from seeing • Kinesthetic/Tactile • Learns best from doing
Logical/Mathematical Visual/Spatial Musical/Rhythmic Bodily/Kinesthetic Naturalist Interpersonal Intrapersonal Verbal/Linguistic Gardner’s Multiple Intelligences
Sternberg Intelligences • Analytical • Practical • Creative
TIME FOR A BREAK • Questions On the Wall • Share your experience & expertise with your peers • Use your index cards and share any idea for any question on the wall
Writing an Intelligence Preference Activity • As a result of the lesson, students should • Know what? • Understand what? • Be able to do what? • What range of learner needs in your class relate to the topic?
Assignments for February • Try a new strategy & report back to the group • Begin the planning process for a lesson using intelligence preference • Bring your lesson materials to use
Resources • www.sdesa.org • Click on Region 3, Resources, Teacher • www.ascd.org • http://www.thirteen.org/edonline/concept2class/ • Variety of online topics • Assessment & Curriculum Redesign • Constructivism • Multiple Intelligences