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Differentiated Instruction:

Differentiated Instruction:. Meeting the Instructional Needs Of Diverse Classrooms. presented by Dr. Abraham H. Jones NEA Resource Cadre Member. Note of Appreciation to . Deborah E Burns, Curriculum Coordinator, Cheshire Connecticut Public Schools

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Differentiated Instruction:

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  1. Differentiated Instruction: Meeting the Instructional Needs Of Diverse Classrooms presented by Dr. Abraham H. Jones NEA Resource Cadre Member

  2. Note of Appreciation to • Deborah E Burns, Curriculum Coordinator, Cheshire Connecticut Public Schools • Kathleen Whitmire, Director, School Services in Speech-Language Pathology, American Speech and Hearing Association for their collaboration in development of this presentation.

  3. Essential Questions • What is Differentiated Instruction? • What strategies can you use? • What Teaching Methods can you use?

  4. Your KWLish wish list What do you: • Already know about differentiation? • Want to learn about differentiation? At the end of this session: • Reflect on what you have learned

  5. Have you ever… • given a pretest? • tutored a child? • taught students in a small group? • analyzed similarities and differences in students’ work samples/tests? • given students different materials to read based on ability and/or interest?

  6. “You’ve been doing many of these things intuitively. Differentiation is about doing themintentionally.” Sharon R. Schultz NEA IDEA Cadre (IN)

  7. Differentiated Instruction… a process that enhances student learning by matching students’ characteristics and differences with changes in various instructional components Definition & Rationale

  8. New idea or not? • Tutors • One Room Schoolhouses • Grade Levels • Accelerated Classes • Individualization • Title One • Special Education • Gifted Education • ESL Education Differentiated Classroom

  9. “When once the child has learned that four and two are six, a thousand repetitions will give him no new information, and it is a waste of time to keep him employed in that manner.” J.M. Greenwood Principles of Education Practically Applied, 1888

  10. Why the Current Interest? • Standards movement • IDEA ‘04 • ESEA/NCLB • Achievement gaps • Rulings and adjudications

  11. Special education English language learners Culturally diverse Low income Gifted and talented Disengaged Male or female Career and technical education American students Students and learning gaps

  12. The Roots of Student Differences Student FAMILY Differences Nature Nurture COMMUNITY GENETICS SCHOOL SOCIAL and EMOTIONAL ACADEMIC COGNITIVE

  13. One Line of Thinking… If differences in both nature and nurture cause many students to have different levels of academic learning, social and emotional development, and cognitive abilities, and these differences impact student achievement, and NEA IDEA Special Education Resource Cadre

  14. if school is the variable we can change most readily, NEA IDEA Special Education Resource Cadre

  15. and lesson plans and teaching are part of our job, NEA IDEA Special Education Resource Cadre

  16. then it’s likely that differentiating our lessons and units will provide the appropriate level of challenge to allow all learners to enhance their achievement. NEA IDEA Special Education Resource Cadre

  17. We need to use our achievement data and students’ learning profiles to make careful decisions about the subject areas and the students that need differentiation. HISTORY WRITING SCIENCE MATHEMATICS READING NEA IDEA Special Education Resource Cadre

  18. Powerful differences exist among students • Prior knowledge or skill expertise • Learning rate • Cognitive ability • Language • Learning style/communication preferences • Motivation, attitude, effort/talent • Gender • Ethnicity

  19. S of Differentiation • Academic achievement • Achievement of ELL students • Challenge level for achieving students • Support for struggling learners • Interest in and excitement about learning • Student confidence in own learning ability

  20. Lessons from Goldilocks • Too much challenge / too little challenge • Challenging and meaningful curriculum • Not always every student doing same thing

  21. CORE CURRICULUM Pacing Learning Products Teaching Objective Extension Grouping Resources Assessment Introduction NEA IDEA Special Education Resource Cadre Curriculum Framework

  22. A sampling of strategies… • Pre-assessment • Flexible small group teaching • Tiered content and resources 3 Areas for Differentiation

  23. Pre-assessment • Uncover what students already know • Helps make decisions • Which students need differentiation • What challenge levels are needed • What components to differentiate

  24. Sample Pre-assessment Techniques • K-W-N Charts • Journals • Parent Letters • Lists, Surveys • Performances • Conferences • Concept Maps

  25. Modified K-W-L: K-W-N K W N What the student ALREADY KNOWS What the student WANTS TO KNOW What the student NEEDS TO KNOW Prior experiences, knowledge, skills, and attitudes Their interests, questions, and ideas for exploration or investigation A self-rating of their current understanding about the unit objectives

  26. Concept Map Word Bank sun hot gas space heat night constellation day day see in is a is in sun space star has see at heat makes a makes night constellation hot gas

  27. Pre-assessment data • Think like a researcher • Sort data • Identify learning difference • Address through differentiated teaching/learning activities.

  28. Sorting data • Prior knowledge • Concept • Skill • Application • Area of interest • History • Geography • Elements of culture • Preferred learning style • Small group • Alone with visuals • With adult support

  29. Flexible small groups • Usually occur within a class • Vary in size (2-8 students) • Vary in duration of time together • Allow for differentiating • Learning objective • Teaching methods • Materials • Student strategies for access

  30. Use flexible small groups to… • Enhance achievement • Honor student differences • Foster self-regulatory behaviors • Permit ongoing assessment • Alleviate problems associated with ability grouping

  31. Scheduling • Whole class practice sessions • Designated time of the week • During dual coverage opportunities • During volunteer time • In a subject area of highest priority

  32. 3-group/4-activities paradigm • Three groups of students • Four activities • Instructional activities • Learning activities • Anchoring activities • Optional activities 3 Group Paradigm

  33. Potential anchoring and optional activities • Journals • Student reflections • Writers workshop • Vocabulary work • Independent reading • Computer software • Practice activities • Listening/video center

  34. Ensure… • Membership changes when learning objective has been met • Content and learning objective are differentiated • Scaffolding varies across groups • Students are working at an appropriate level of challenge

  35. Learning goals Teaching activities Learning activities Resources Products Requires Pre-assessment Small group teaching Anchoring activities Tiering instruction

  36. Tie shoelaces • Tier One: make a knot • Tier Two: make a bow • Tier Three: make a double knot/bow

  37. The student will use the scientific process to answer everyday questions. • Everyone knows: What an experiment is; how to ask a question • Some know: How to pose a hypothesis • Few know: How to control variables • No one knows: Difference between independent and dependent variables

  38. Differentiating Teaching Methods • Think-Aloud • Modeling • Strategy Training • Questioning • Coaching • Feedback Provider

  39. Learner profiles Contracts Graphic organizers Rubrics Questioning strategies Writers workshop Guided reading Software Web quests Tutoring Leveled books and classes Sheltered English immersion Inquiry based learning activities Additional strategies

  40. Designing a tiered lesson plan • Tier a component of the lesson • Learning goal • Resources to access content • Teaching strategy • Learning activity • Product to demonstrate learning • Design for • Novice learners • Typical learners • Advanced learners Designing a 3-tiered lesson plan

  41. Debriefing…Reflecting… KWL Revisited • What was most interesting to you? • What new ideas do you have? • What questions do you still have? • What do you want to do next? • How and where may/do you get support?

  42. Caution: Cape does not enable user to fly. Batman Costume warning label

  43. Things Take Time • One subject area at a time • One unit at a time • One lesson at a time • One student at a time • One strategy at a time

  44. Essential Questions • What is Differentiated Instruction? • What strategies can you use? • What Teaching Methods can you use? Resources

  45. Online Resources The Access Center www.k8accesscenter.org Association for Supervision and Curriculum Development www.ascd.org Internet4Classrooms http://www.internet4classrooms.com/di.htm Staff Development for Educators http://differentiatedinstruction.com/

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