1 / 21

Chapter 3: Selecting a Process

Chapter 3: Selecting a Process. Handbook on Differentiated Instruction for Middle and High Schools - Northey. Topics chosen:. Flexible grouping Small group differentiation Individualizing instruction T wo frameworks for differentiating instruction. 1. Flexible Grouping.

heman
Télécharger la présentation

Chapter 3: Selecting a Process

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. Chapter 3: Selecting a Process Handbook on Differentiated Instruction for Middle and High Schools - Northey

  2. Topics chosen: • Flexible grouping • Small group differentiation • Individualizing instruction • Two frameworks for differentiating instruction

  3. 1. Flexible Grouping • avoids tracking students • get to know most of their peers • can be heterogeneous or homogeneous • constructed according to: • readiness levels • learning styles • interests

  4. 1. Flexible Grouping • “The Equalizer” – Carol Ann Tomlinson – How to Differentiate Instruction in the Mixed-Ability Classroom 1. pre-test on concept or skill 2. teach or review 3. assess student learning 4. give assignments based on students’ level of mastery

  5. The “Equalizer”

  6. “Equalizer” categories (pp 108 – 111) • 1. Information, Ideas, Materials, Applications Foundational  Transformational • 2. Representations, Ideas, Applications, Materials Concrete  Abstract • 3. Resources, Research, Issues, Problems, Skills, Goals Simple  Complex • 4. Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections SingleFacet  Multiple Facet

  7. “Equalizer” categories (pp 108 – 111) • 5. Application, Insight, Transfer Small Leap  Great Leap • 6. Solutions, Decisions, Approaches More structured  More Open • 7. Planning, Designing, Monitoring Less Independence  Greater Independence • 8. Pace of study, pace of thought Slow  Quick

  8. 2. Small group differentiation • Literature circles • Study groups

  9. Literature circles • overall goal – group students according to book choice • multi-step process • Step 1 – choose reading selection for class • Step 2 – chose roles to be used in group • Step 3 – assign roles to students

  10. Literature circles • Step 4 – everyone reads selections and performed roles to class. Class discusses • Step 5 – Determine method for choosing books • Step 6 – Assign students to groups • Step 7 – Evaluate each student individually but also give group project. • www.literaturecircles.com • http://fac-staff.seattleu.edu/kschlnoe/LitCircles

  11. Study Groups • set apart from whole class • can exist separately from class • Examples: • issues based • readers and writers group • book discussion • topic-centered

  12. 3. Individualizing instruction – Research project • Research Projects (pp 127 – 130) – student chooses own topic of interest. • choosing sources • taking notes and organizing • writing a thesis statement • writing outline • writing paper • constructing works cited

  13. 3. Individualizing instruction – Tic-Tac-Toe • Why? - assignments can address learning styles and multiple intelligences • Tic-Tac-Toe Menu (p 130 – 131) – 3 x 3 grid of activities provided, student chooses 3 (diagonally, vertically, horizontally – like the game)

  14. 3. Individualizing instruction - Curriculum Compacting • Why? – Work at own pace • How? • 1. assess what students already know • 2. make a plan to address gaps in unit of study • 3. enrichment activities to deepen understanding

  15. 3. Individualizing Instruction – Independent study • Why? – Self-directed exploration of interest • How? – Teacher works with student to determine interest, method of investigation, and final product • Who? – Good for students who are typically ahead of the rest of the class • Example of contract: p 131

  16. 3. Individualizing instruction – Learning contracts • Why? – Self- directed, student knows activities in advance. • How? – Student agrees with teachers on what grade they wish to get – list of activities provided • Students should contract for A • Examples pp 134 - 135

  17. 3. Individualizing Instruction – Apprenticeship / mentorship • Making use of community resources – adults, parents, etc. • Student can pursue a special interest • Contract should outline responsibilities of everyone involved (student, mentor, teacher, parent, principal) • see p 136

  18. 4. Two frameworks – p 142 • A. Parallel Curriculum (Carol Ann Thomlinson) • curriculum connections: link school to real world • curriculum of practice: students develop expertise • curriculum of identity: how concepts relate to students

  19. 4. Two frameworks – p 142 B. Complex Instruction (Elizabeth Cohen) • flexible groups – work interdependently • responsible for own learning • solving real world complex tasks

  20. Activity • Pick a partner from your content area. • Get a slip of paper. • Use that “process” type to create a lesson or state how you would use it. • Do you think that “process” type would be valuable in your classroom? Be ready to discuss.

  21. SUMMARY • Match instruction and assignments to students’ readiness and ability • Maybe differentiating products is the way to go also. • Teachers must know: • developmental issues of students • interests • how to make the “process” fit students first and “content” second

More Related