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Differentiated Instruction

Differentiated Instruction . Mapping out the Maze of Differentiate Instruction . “There is no single formula for creating a differentiated classroom.” -Carol Ann Tomlinson author of The Differentiated Classroom: Responding to the Needs of All Learners Austin Road Elementary School

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Differentiated Instruction

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  1. Differentiated Instruction

  2. Mapping out the Maze of Differentiate Instruction • “There is no single formula for creating a differentiated classroom.” • -Carol Ann Tomlinson author of The Differentiated Classroom: Responding to the Needs of All Learners • Austin Road Elementary School • Presentation Part 1 of 2: Mrs. LaRita Wiggins • November 29, 2012

  3. Brain Starter • In groups of 2- 4 teachers, come up with a song title that represents your thoughts and beliefs about differentiated instruction. • Be able to give reason or rational to support your groups choice. • You have 4 minutes and you may use all resources you have available. • Examples: • Love it or leave it alone – Alicia Keys • Almost there- Anika Noni Rose “The Princess and the Frog” • A Change is Gonna Come- Sam Cooke

  4. Brain Starter Results Don’t worry be happy- DI makes the teacher and the student happy Lean on Me –DI encourages collaboration New version of Outkast song with DI original words Man in the Mirror- Change must start with the teacher

  5. “Do or Do Not, there is no try.” • Video: • http://www.youtube.com/watch?v=BQ4yd2W50No&feature=share&list=PL3MR3Bgmx9rtBK1dvtlsdZy6x_mXhSxJ1 • Just do it!

  6. Principles that guide Differentiated Classrooms • 1.Focus on essential content • 2. Students are different • 3. Assessment and instruction are inseparable • 4. Modify content, process, or product

  7. When should teachers differentiate? Effective differentiated classrooms include many times in which whole-class, nondifferentiated fare is the order of the day. Modify a curricular element only when: You see a student need You are convinced that modification increases the likelihood that the learner will understand important ideas and use important skills more thoroughly as a result.

  8. When should teachers differentiate? Find a person to speak with that shares the same birth month with you. Take two minutes to discuss: What does student “need” look like? and What ideas do you teach that may require differentiated instruction? • Comments/Results: • Students are off task or display inappropriate behavior • Students are bored, sleep, or unmotivated • Students are unsuccessful on assessments • Items that need differentiation: Multiplication tables, inferences, multiplying fractions

  9. Two organizers to Think About The teacher does not try to differentiate everything for everyone everyday. The teacher selects moments in the instructional sequence to differentiate, based on formal and informal assessment.

  10. Mapping out the Maze: Figure 2.1 On what basis do we differentiate content, process, and product? Readiness- How is this determined at ARE? Interest – What does ARE use to determine student interest? Learning Profile- How are these developed at ARE?

  11. Mapping out the Maze: Figure 2.2 Comparing Classrooms Based on these lists, where is your classroom on a 1-5 scale? 1 being a traditional classroom and 5 being a differentiated classroom. Discuss with your elbow partner your results.

  12. Instructional Strategies to Support Differentiation • In groups based on your number, use the information given to you today and this list create an example of how your group can create differentiation in a class with your current unit of study. • Centers • Multi- Age classroom • Tiered Activities • Learning contracts • Choice boards

  13. Why should we differentiate instruction? Video: http://www.youtube.com/watch?v=hzBCI13rJmA&feature=share&list=PL3MR3Bgmx9rtBK1dvtlsdZy6x_mXhSxJ1

  14. Please feel free to contact me: larita.wiggins@henry.k12.ga.us Questions? Comments? Thank you for your attention and cooperation today.

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