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Designing a Differentiated Lesson: A Step-by-Step Guide

Designing a Differentiated Lesson: A Step-by-Step Guide. Resources. Wormeli – course text Websites –Reserved in the Library : How to Differentiate Instruction in Mixed Ability Classrooms (Tomlinson, 2001) Assessing Student Outcomes ( Marzano , Pickering, & McTighe , 1993)

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Designing a Differentiated Lesson: A Step-by-Step Guide

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  1. Designing a Differentiated Lesson:A Step-by-Step Guide

  2. Resources • Wormeli – course text • Websites –Reserved in the Library : • How to Differentiate Instruction in Mixed Ability Classrooms (Tomlinson, 2001) • Assessing Student Outcomes (Marzano, Pickering, & McTighe, 1993) • Differentiation in Practice (Gr. 5-9) (Tomlinson & Eidson, 2003) • Differentiation in Practice (Gr. 9-12) (Tomlinson & Strickland, 2005)

  3. What are the Requirements at this Point in Your Program? (in syllabus) • By the end of the semester, you need the following “showpieces” in TaskStream. • A lesson plan adapted for: • A student with an IEP • A second language learner • A high-achieving student • A low achieving student • Course Weight: 15% of course • Program Requirement: Show Evidence of Mastery Prior to Student Teaching

  4. Detail on the Lesson Plans • Must contain adaptive/differentiation strategies based on available (or mock) assessments. • Must integrate a variety of informal assessment techniques. • The rubric for grading this task is available on TaskStream and is attached to the EDUC 4550 course syllabus.

  5. Steps in the Process (Wormeli Ch2) • Steps Before You Design the Lesson Plan • ID Standards, Elements and/or AKA’s, KUD? • ID Eq’s, benchmarks, questions, objectives, skills, and/or learner outcomes. • Design formative and summative assessments • Design and deliver, or describe existing preassessments based on summarive assessment and identified objectives • Reflect, adjust objectives and assessments if necessary.

  6. Steps in the Process (Wormeli Ch2) • Steps While Designing the Learning Experience • Design should be based on what you already know from preassessments, your knowledge of students, and the AKA’s etc…. targeted. • Plan a play-by-play sequence, using a learning framework • Design differentiated activities for those students targeted in the exercise, based on their unique characteristics. • Include formative and summative assessments.

  7. Questions to Ask Yourself • ? How will all students master the objectives? • ? How will you know that all students are mastering the objectives during the lesson? • ? What issues do you predict for certain learner types in mastering the objectives? • ?How can you design their time, effort and approach to maximize mastery?

  8. What does a student profile look like (Wormeli Ch2, p. 25) • Example of a mock situation • Your plans will target a SINGLE issue at a time for the first two plans, and a DOUBLE issue for the last lesson plan. • Once again, what are they? • A student with an IEP • A second language learner • A high-achieving student • A low achieving student

  9. Next Step – Assessment/Activities • Pre-Assessment • Formative Assessment (Decision Forks) • Process, Product, Learning Environment • Post-Assessment (AKA Summative) • Review Wormeli p. 27 • Once you have settled on these, reality check with your AKA/Lesson Objectives • Once you are satisfied, how will you need to differentiate • Wormeli p. 27-31

  10. Now You are Into Design In a Big Way • Wormeli p. 32-42 • What resources are at your disposal? • What resources can realistically be obtained? • Brainstorm potential Strategies and Learning Experiences, Time Segments • Rate and Cluster these (The Equalizer) • What do you predict might be the barriers for your target student(s)?

  11. Bag of Tricks – Revisiting Our EDUC 4550 CLASS Anchor Task • Group 1 • Group 2 • Group 3 • Group 4

  12. Now You are Into Design In a Big Way • What will they need to overcome these barriers? • How will you activate prior knowledge? • Dip into your “repertoire of differentiation techniques” to find the most efficient and powerful learning vehicles for your class and target students. • Sequence the lesson, strategies and design the activities – mastery vs enrichment (pp.84-85).

  13. What Does Cognitve Science Tell US? (Wormeli, p. 100-112) • Building Background Knowledge Priming the Brain and Structuring the Information • Primacy-Regency Effect • Examples and Non-Examples • Emotional Content • Novelty • Designing to the Structures of our Memory • Social Interaction

  14. Group Analysis and Sharing • Science Group– Atomic Structure pp. 131-132 and Compacting Curriculum p. 90 • Math Group – Sum of Interior Angles pp. 117-119 and Respectful Tasks pp. 89-90. • ELA – Editing Text pp. 126-127 and Anchor Structurepp. 93-97. • Social Studies Group - Learning from Lectures and the Football Sequence pp. 120-121 and pp. 91-93.

  15. Final Thoughts and Reflections • Ticket-out-the-Door • Do Differently? • New to Try? • What Ideas Would Work Best in My Current Placement? • What Would I Try If I Were on My Own?

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