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Differentiated Instruction

Differentiated Instruction. Blackboard Collaborate Communication Tools. Collaborate Tools. Sliders adjust mic and speaker volume Press to Talk and activate Video. Participant Tools: Emoticons Step Away Raise Hand Polling. Chat Tool. Participant Features Audio Setup Wizard.

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Differentiated Instruction

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  1. Differentiated Instruction

  2. Blackboard Collaborate Communication Tools

  3. Collaborate Tools Sliders adjust mic and speaker volume Press to Talk and activate Video Participant Tools: Emoticons Step Away Raise Hand Polling Chat Tool

  4. Participant FeaturesAudio Setup Wizard Audio Setup Wizard Audio & Video Settings

  5. Testing the Audio Setup Wizard

  6. Participant FeaturesAudio & Video Keep the Talk and Video off when not speaking. Volume Controls Video Preview Video On and Off Talk On and Off

  7. Questions? • Please raise your hand. • Wait to be called on. • Turn on Talk (and Video!) button. • Ask your question. • When done, please turn off Talk button.

  8. Connections to Survey Results

  9. Objectives • Examine 5 key components of differentiation as defined by Carol Ann Tomlinson • Consider strategies to utilize the 5 components of differentiation • Deepen the understanding of the role of assessment in differentiation • Explore the potential of the Knowing Students tool to support differentiation

  10. Forum Norms Use chat freely Provide feedback often • Raise hand to speak • State name before speaking Turn off microphone • Refrain from multi-tasking

  11. What is Differentiation? Differentiation can be defined as a way of teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the needs of individual students to maximize the learning opportunity for each student in the classroom. Carol Ann Tomlinson

  12. How does the definition of differentiation offered by Carol Ann Tomlinson align with your view of differentiation? Use the chat box on the left side of the screen to respond to the prompt above.

  13. Five Key Components of Differentiation Pre-Assessment

  14. Five Key Components of Differentiation Environment

  15. Five Key Components of Differentiation Content / Standard

  16. Five Key Components of Differentiation Process / Strategies

  17. Five Key Components of Differentiation Product / Assessment

  18. Five Key Components of Differentiation

  19. Name that Component

  20. Group Discussions • You will be placed in discussion group linked to one of the 5 Components of Differentiation • Pre-Assessment 4. Process / Strategies • Environment 5. Product / Assessment • Content / Standard • In your group discuss strategies that you can use to support the capacity of your teachers to understand and apply your assigned component of differentiation • Identify a reporter in the group to provide a one-minutes synopsis of the group’s thinking

  21. Five Key Components of Differentiation – Order of Difficulty From the easiest to learn and apply to the hardest to learn and apply • Environment • Pre-Assessment of Individual Students • Product and Assessment • Process (Flexible Grouping) • Content (Tiering)

  22. The Critical Role of Pre-Assessment in Differentiation • Role of Readiness • In a five-year longitudinal study of adolescents, students whose skills were underchallenged by tasks demonstrated low involvement in learning activities and lessoning of concentration. Students whose skills were inadequate for the level of the challenge required by tasks demonstrated both low achievement and a diminished sense of self-worth. (Csikszentmihalyi, et al., 1993) • Role of Interest and Choice • The appropriate choice in today’s diverse classrooms is no longer, “How do I motivate students?” Rather, it is “What motivates this particular student and how do I design work that is responsive to these motivations?” (Schlechty, 1977) • Role of Learning Profile • Students whose instruction matched their pattern of abilities performed significantly better than the others. Even by partially matching instruction to abilities, student achievement improved. • When the students’ cultural differences are ignored or misunderstood in the classroom, the academic success of students from many minority groups is likely to be undermined. (Sternberg, 1985, 1996, 1997; Delpit, 1995)

  23. The best question an assessment answers is: What is next in instruction? Grant Wiggins

  24. Three Types of Assessments

  25. Knowing Students

  26. A Student’s Voice You think that I don’t know that you think I got an F because I am lazy and indifferent. But maybe I am just under-challenged and under-appreciated. Deep down I am begging you to teach me To learn and create – not just to memorize and regurgitate. I’m asking you to help me find my own voice. I’m asking you to help me find my own beauty. I’m asking you to help me find my own unique truth. We need a miracle One for every kid who subconsciously wants to be pushed to the edge / taken to the most extreme limits. I want you to make my brain work in a hundred different ways every day. I’m asking you to make my head ache with knowledge – spin with ideas. I want you to make my mind my most powerful asset. 10th grade student Arlington High School, Indianapolis, Indiana

  27. Resources • Respectful Work and Grouping Strategies • Research and Bibliography • Five Key Components of Differentiation -- Strategies

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