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Differentiated Instruction: Adapting the Product

Differentiated Instruction: Adapting the Product. Workshop 3. Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us. Workshop Outcomes. Share and reflect on lesson planning

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Differentiated Instruction: Adapting the Product

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  1. Differentiated Instruction:Adapting the Product Workshop 3 Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us

  2. Workshop Outcomes • Share and reflect on lesson planning • Review understanding of how to differentiate the “process” • Increase understanding of how to differentiate the “product”

  3. String Activity

  4. Indicators that students DO NOT understand where the unit/lesson is headed. They ask: • Why are we doing this? • Does this count? How am I doing? • How does this relate to . . .? • Is this right? Is this what you want? • They don’t know how to prepare for the culminating assessments.

  5. Indicators that the unit/lesson WILL NOT be effective: • The textbook seems to be the only source of content to be understood. • There is little or no inquiry, exploration, or questioning. • Unit/lesson design assumes the students have all needed performance skills without adequate time to practice/rehearse. • Students seem unprepared for/surprised by final assessment/performance tasks. • Unit/lesson seems driven more by the goal of “coverage” than by the students’ needs to make sense of and use the content in meaningful ways.

  6. Share & Reflect on Lessons • Peer Review of Lessons • Indicators of teaching for understanding • Rubric

  7. Reading Strategies

  8. USF Credit Registration • EDU 529L Differentiating Instruction • Feb-May 2008 • 2 credits

  9. Time For Lunch

  10. “The Equalizer” One way to think about readiness variance using the same topic – can be a guide to Tiering Assignments.

  11. Essential Question • How might you use “The Equalizer” to address varied readiness levels, interests, learning profiles, and talents in your own classroom to benefit the range of learners you teach?

  12. Key #3 – Adapt Product • Students have choices of product • Students use key skills to create product • Bloom’s Taxonomy • Multiple Intelligence Theories • Common focus • Vary student activities • Vary complexity

  13. Create Multiple Paths For Learning Key Concept or Understanding Understand The Concept Struggling With The Concept Some Understanding READINESS LEVELS Reaching Back Reaching Ahead

  14. When Tiering – Adjust . . . • Level of Complexity • Amount of Structure • Materials • Time/Pace • Number of Steps • Form of Expression • Level of Dependence

  15. Tiered Assignments Based on Multiple Intelligences • Choices of process or product • Match the Tier with the Intelligence • Gardner Theory • Sternberg Theory

  16. Tiered Assignments • Rationale – “when tasks are well beyond the grasp of students, those students do not learn.” • Burn out • Rationale – “advanced learner may make A’s when tasks are too easy for them, but they also do not learn.” • Tedium • Zone of Proximal Development • “we learn only when tasks are a little too hard for us and a support system is available to help us.” • Moderate Challenge

  17. Indicators of Effective Tiers • Tiers are squarely focused on essential knowledge, understanding, and skill • Tiers are equally engaging to students • Pre-assessment formed basis for assigning students to tiers • ALL students must think at a high level to complete task • Support system is in place • Students understand the task and why they are not all doing the same thing

  18. Layered Curriculum • Kathie Nunley • “C” Level (knowledge base) • “B” Level • “A” Level (highest level thinking skills) • Layers based on Bloom’s Taxonomy • Each student makes choices from ALL layers

  19. Differentiated & Tiered Lesson Resources • Kathie Nunley’s Layered Curriculum • http://www.help4teachers.com/ • Indiana Dept. of Ed Gifted & Talented • http://www.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html • Regina, Saskatchewan Schools • http://www.saskschools.ca/curr_content/bestpractice/ • Check out their other resources too • Washington and Lee University • http://teachereducation.wlu.edu/courses/practicum/Differentiation.htm

  20. Homework for May • Email final version of first lesson to Sara to post on ESA web page • Begin Lessons 2, 3, 4 (can be Tiered, Layered, RAFTS, Web Quests, etc.)

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