1 / 27

Differentiation

We don’t come in one-size-fits-all. Differentiation. Identifying ELLs. Assessing Language Proficiency. Proficiency Level Descriptors. Curriculum Requirements for ELLs. Curriculum Requirements Chapter 74.4. (a) (1)

deron
Télécharger la présentation

Differentiation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. We don’t come in one-size-fits-all. Differentiation

  2. Identifying ELLs

  3. Assessing Language Proficiency

  4. Proficiency Level Descriptors

  5. Curriculum Requirements for ELLs Curriculum Requirements Chapter 74.4. (a) (1) •Requires that “the English language proficiency standards in this section outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum.

  6. Suggestions for Teachers

  7. Key Principles of a Differentiated Classroom All students participate in respectful work. The teacher is clear about what matters in the content area. Students and teachers are collaborators in learning. The teacher understands, appreciates, and builds upon student differences. Goals are maximum growth and continued success. Assessment and instruction are inseparable. Flexibility is the hallmark of a differentiated classroom. The teacher adjusts content, process, and product in response to student readiness, interests, and learning profiles. Tomlinson, C. A. & Allan, S. (2000). Leadership for Differentiating Schools and Classrooms, ASCD..

  8. The teacher is clear about what matters in the content area. Facts and skills are important, but must be taught in the context of the principles and concepts of the content. Tomlinson, C.A., (2001). Standards and the Art of Teaching: Crafting High-Quality Classrooms, NASSP Bulletin. Readiness (critical) and Supporting (less emphasis) TEKS vary in significance. The State of Texas Assessments of Academic Readiness (STAAR): A New Assessment Model, Texas Education Agency, 2010. Curriculum and Instruction for Gifted Students 2 Depth and Complexity

  9. The teacher understands, appreciates, and builds upon student differences. When classroom teachers eliminated between 40-50% of the previously mastered regular curriculum for high ability students, achievement showed no decline. Reis, & Purcell (1993). Reis, Westberg, Kulikowich & Purcell (1998). . Students at all achievement levels (high, medium and low) benefited from cluster grouping and other forms of instructional grouping accompanied by differentiated instruction and content. Gentry & Owen (1999) . Curriculum and Instruction for Gifted Students 2 Depth and Complexity

  10. Assessment “should be an integral part of instruction that informs and guides teachers as they make instructional decisions.” NCTM’s Principles and Standards for School Mathematics (2000) Assessment and instruction are inseparable. Before the lesson (diagnostic) assessment After the lesson (summative) assessment During the lesson (formative) assessment

  11. The teacher adjusts content, process, and product in response to student readiness, interests, and learning profiles. • Content • Broad-based issues, themes, or problems • Integrated multiple disciplines • In-depth learning • Process • Higher-level thinking skills • Open-ended tasks • Self-directed study • Product • Production of “new” ideas • Development of products that use new techniques Tomlinson, C.A., 1999. The Differentiated Classroom: Responding to the Needs of All Learners, ASCD.

  12. Appropriately… All students participate in respectful work. …challenging …results in learning …engaging Tomlinson, C.A., 1999. The Differentiated Classroom: Responding to the Needs of All Learners, ASCD. Curriculum and Instruction for Gifted Students 2 Depth and Complexity

  13. Students and teachers are collaborators in learning. “The classroom should mirror the kind of society in which we want our students to live and lead.” Tomlinson & Imbeau, 2010. Leading and Managing a Differentiated Classroom, ASCD, p. 38. The average increase in achievement when students actively set learning goals is 21 percentile points. Marzano, 2007. The Art and Science of Teaching, ASCD. Curriculum and Instruction for Gifted Students 2 Depth and Complexity

  14. A central goal of teaching is to maximize the capacity of each learner. Each student should have equity of access to excellent learning opportunities. Goals are maximum growth and continued success. Tomlinson & Imbeau, 2010. Leading and Managing a Differentiated Classroom, ASCD. Curriculum and Instruction for Gifted Students 2 Depth and Complexity

  15. Flexible pacing Flexible grouping Flexible materials Flexible instructional strategies Flexibility is the hallmark of a differentiated classroom. Tomlinson, C.A., 1999. The Differentiated Classroom: Responding to the Needs of All Learners, ASCD. Curriculum and Instruction for Gifted Students 2 Depth and Complexity

  16. The teacher adjusts content, process, and product in response to student readiness, interests, and learning profiles. • Content • Present comprehensive, related, and mutually reinforcing experiences within • an area of study • Content • Allow for in-depth learning of a self- selected topic within the area of study • Content • Present content that is related to broad-based issues, themes, or problems • Integrate multiple disciplines into the area of study Tomlinson, C.A., 1999. The Differentiated Classroom: Responding to the Needs of All Learners, ASCD.

  17. The teacher adjusts content, process, and product in response to student readiness, interests, and learning profiles. • Process • Present content that is related to broad-based issues, themes, or problems • Focus on open-ended tasks • Process • Develop independent or self-directed study skills • Process • Develop research skills and methods • Integrate basic skills and higher-level thinking skills into the curriculum Tomlinson, C.A., 1999. The Differentiated Classroom: Responding to the Needs of All Learners, ASCD.

  18. The teacher adjusts content, process, and product in response to student readiness, interests, and learning profiles. • Product • Encourage the development of products that challenge existing ideas and produce “new” ideas • Product • Encourage the development of products that use new techniques, materials, and forms Tomlinson, C.A., 1999. The Differentiated Classroom: Responding to the Needs of All Learners, ASCD.

  19. The teacher adjusts for affective needs in response to student readiness, interests, and learning profiles. • Affect • Encourage the development of self- understanding, i.e., recognizing and using one’s abilities, becoming self-directed, appreciating likenesses and differences between oneself and others • Affect • Evaluate student outcomes by using appropriate and specific criteria through • self-appraisal, criterion referenced, and/or standardized instruments Tomlinson, C.A., 1999. The Differentiated Classroom: Responding to the Needs of All Learners, ASCD.

  20. High Expectations Teachers who present challenging concepts and support the development of complex thinking improve student achievement (Dalton, 1998). Holding students to high expectations must be an intentional process (Blake, et al., 1997). The deeper knowledge a learner has, the more analytical, experimental, and creative are that learner's thought processes (Willingham, 2007). Knowledge is deep when students make clear distinctions, develop arguments, solve problems, construct explanations, and otherwise work with relatively complex understandings (Newmann & Wehlage, 1993). Curriculum and Instruction for Gifted Students 2 Depth and Complexity

  21. How do I document differentiation? • Lesson plans • Modifications log • Documentation form • Student file • Grade book • Calendar

  22. Cautions Concerning GT Differentiation: • Don’t punish the child withmorework. Differentiation is differentwork. • Don’t punish the child with higher grading standards than other students in the class. • Be able to defend your differentiation practices.

  23. Differentiation IS . . . • instruction and a group of activities that meet the needs of the individual student. • adjustment of pacing, instruction, materials, and scaffolding. However, all groups achieve higher-level thinking. • a part of the process in a Response to Intervention model (RTI). Tomlinson, 1999 Boswell & Carlile 2009

  24. Differentiation is NOT . . . • an attitude of: • “That kid is gifted. He’ll be just fine.” • “If that kid is gifted, why doesn’t she know this?” • “Since you’ve finished already, you can do these extra problems.” • It is a belief that all students learn at the same pace and in the same way.

  25. For a Student Entering School at the 50th Percentile (Marzano, 2003)

  26. “...among all school resources, teachershave the greatest impact on student achievement!” Goldhaber, D., 2006. Teacher Pay Reforms: The Political Implications of Recent Research, Center for American Progress.

  27. More Differentiated Instruction Techniques and Online Resources

More Related