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Differentiated Instruction

Differentiated Instruction. Pre-assessment. Differentiation Strategies for Science. Gail Dickinson - gdickinson@madison-schools.com Madison County Schools 601 953-2730 Dr. John Hunt – jhunt@mc.edu Mississippi College. Introductions. Mini Whiteboards Write or draw something

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Differentiated Instruction

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  1. Differentiated Instruction • Pre-assessment

  2. Differentiation Strategies for Science Gail Dickinson - gdickinson@madison-schools.com Madison County Schools 601 953-2730 Dr. John Hunt – jhunt@mc.edu Mississippi College

  3. Introductions • Mini Whiteboards • Write or draw something interesting about yourself • Bioglyph

  4. The Brain and Learning

  5. How Do We Learn? pg. 6-7 • The brain is an enormously complex network of billions of neurons. • Learning mainly takes place at synapses, the junctions between neurons where information is relayed. • A synapse’s performance changes when we learn something new, obeying the principle that “cells that fire together, wire together.”

  6. Imagine trying to learn the name of a person you just met. • Your brain must form an association between the complex visual image and the name. • Every time you see this person your neurons fire and make that connection. • Different events strengthen this connection.

  7. Activity - Memory • Memorize the words on the next slide.

  8. Read • Pages • Letters • School • Study • Reading • Stories • Sheets • Cover • Pen • Pencil • Magazine • Paper • words

  9. Write down all of the words you can recall • How many words were you able to recall? (out of 14) • How many got the first and last words correct? (read, words) • How many got the words Pencil and Magazine correct? • What was the name of the magazine? (Parents) • What picture was on the front of the magazine? (a baby) • What word was written in lower case? (words) • Did anyone write the word – book???? • How does this relate to learning in the classroom?

  10. What Brain Research Has to SayAbout Learning

  11. The 12 Principles of Brain Compatible Learning • The brain can perform several activities at once, like tasting and smelling. • Learning engages the whole physiology. • The search for meaning is innate. • The search for meaning comes through patterning. • Emotions are critical to patterning. • The brain processes wholes and parts simultaneously.

  12. Learning involves both focused attention and peripheral perception. • Learning involves both conscious and unconscious processes. • We have two types of memory: spatial (environment)and rote (memorization by repetition). • We understand best when facts are embedded in natural, spatial memory. • Learning is enhanced by challenge and inhibited by threat. • Each brain is unique.

  13. The Educator’s Task • To challenge the learner • prevent him (her) from becoming overwhelmed or bored by new material that is being taught. • To provide learner specific feedback • Remember - every single brain is totally unique

  14. Differentiation and Learning

  15. What is Differentiation? Simply put – it is meeting the needs of ALL students.

  16. The longer version - • Differentiated instruction is a flexible approach to teaching. • Based on: • Student needs • Appropriate instruction to meet those needs

  17. The Myths of Differentiation Pg. 13

  18. How do you feel about DI?(mini whiteboard) • So – So Excited Angry Confused

  19. Where Should We Begin? • Know Your Students • Plan Activities According to student: • Interest • Learning styles • Creativity

  20. Know Your Students • Background/Interests • Learning Profile • Creativity • Readiness

  21. Background, Interests • Getting to know your students Activities: • Paper Plate • Paper Doll • Coat of Arms • Survey of questions

  22. Family/Friends Favorites (food, book, movie, TV show) Hobbies/Interests I am unique because In 5 years I will In 10 years I will Student Name

  23. Activity- student background/interests • Create an “About Me” paper plate, paper doll or Coat of Arms • Draw or write information about yourself • The larger the drawing or writing the most important (paper plate) • On back– think of a useful way to incorporate the back of your plate or paper into this activity • Share with the class

  24. Know Your Students • Their background/Interests • Learning Profile • Creativity • Readiness

  25. Learning Profile– Multiple Intelligencespg. 143 – 144 • The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. • It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. • Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. • Most of our schools focus on linguistic and logical/mathematical. • He suggests that we should also focus on students who are “smart” artists, dancers, musicians, etc.

  26. Multiple Intelligence Survey • Online quiz for students

  27. Visual - pictures, diagrams, maps, charts, videos • Verbal – listening, speaking, writing, storytelling

  28. Kinesthetic – movement, dancing, crafts, hands-on activities • Musical – singing, playing instruments

  29. Logical/Mathematical – numbers, patterns, connections • Read/Write – lists, note taking, books

  30. Activity – Learning Styles • We will divide into “learning styles” groups. Kinesthetic, Visual, Musical, Verbal • Each group will choose one of Newton’s 3 Laws of Motion. • Demonstrate the way your learning style would “tackle” this lesson. • Present to the class.

  31. Reflect • How is this lesson differentiated? • Did everyone master the content? • Did the lesson take a lot of planning time? • What type of assessment(s) could be used for this activity? • How should the teacher “wrap up” this lesson?

  32. How do you feel about the “Newton’s 3 Laws” Lesson? • So – So Loved it Confused Boo

  33. Know Your Students • Their background/Interests • Learning Profile • Creativity • Readiness

  34. Creativity S-t-r-e-t-c-h Your Child’s Imagination! Creativity is a critical, but often overlooked, element of education. By increasing your child’s creativity quotient, you can help him/her to: • Think on his/her feet and "outside the box!" • Apply knowledge to solve problems! • Develop focus and exude confidence! • Become detail-oriented and creative! • Be prepared for the future!

  35. Activity: CreativityLet’s see how creative you are Lesson Plan – Repurpose • Can you come up with a new use for bubble gum? • Create a way to tell the world about this exciting new way to use bubble gum!

  36. Know Your Students • Their background/Interests • Learning Profile • Creativity • Readiness

  37. Readiness • Diagnostic assessments • Class discussion • Talk to previous teachers • Data – previous test scores

  38. Next - How To Differentiate

  39. How Do We Differentiate? pg. 16 • You can differentiate: • Content– what students learn • Process – varying instructional materials • Product – what students produce • Tasks and/or resources can vary according to: • learning profile • readiness • interest

  40. The Book is Divided into: • Tiered Assignments • Tiered Graphic Organizers • Leveled Questions • Multiple Intelligences • Menu of Options • Interest Centers • Discovery Learning • Orbital Studies

  41. Tiered Graphic Organizers pg.77

  42. Review Graphic Organizer Lesson pg. 80 • Let’s Get Moving! • Look over the other graphic organizers in the book

  43. Examples– Foldable • Does anyone use Foldables for science lessons?

  44. Graphic Organizers Online • Science-http://www.eduplace.com/science/hmsc/content/organizer/index.html • http://www.science-class.net/Teachers_Graphic_Organizers.htm • http://irondalecom.jefcoed.com/Documents/Graphic%20Organizers/organizer%20science.pdf • Foldables • http://cmase.pbworks.com/w/page/6923144/Foldables

  45. Cornell Notes

  46. Interest Centers pg. 202 • Many elementary classrooms already use this strategy. • A learning/interest center is a space set aside in the classroom that allows easy access to a variety of learning materials in an interesting and productive manner. • Learning centers are designed to offer a variety of materials and media through which students can work by themselves or with others to enhance the information learned in the classroom

  47. Biology Example - Animal Cell • Color cell parts • Interactive whiteboard – match the cell parts with their function • Construct a cell model our of WikkiStix. • Venn diagram – similarities and differences between animal, plant and bacterial cells • Compare cell parts with a business • Cornell notes • Tutorial of the types of cells online

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