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Walking the Talk: A Differentiated Journey with Differentiation

Walking the Talk: A Differentiated Journey with Differentiation. Leslie Grahn World Language Resource Teacher HCPSS. Why Differentiated Instruction for HCPSS World Languages?. Increased access of middle school students to World Languages

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Walking the Talk: A Differentiated Journey with Differentiation

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  1. Walking the Talk:A Differentiated Journey with Differentiation Leslie Grahn World Language Resource Teacher HCPSS

  2. Why Differentiated Instruction for HCPSS World Languages? • Increased access of middle school students to World Languages • Need to differentiate in combined classes between regular and honors courses and between levels • Emphasis on knowing the learner

  3. Development of a theme

  4. Making connections A perfect fit, not an add-on

  5. Differentiation + HCPSS Vision

  6. Differentiation + Cultural Proficiency Assess culture Value diversity Manage the dynamics of difference Adapt to diversity Institutionalize cultural knowledge

  7. Differentiation +Culturally Responsive Teaching • Understand how learners construct knowledge • Learn about students’ lives • Be socioculturally conscious • Hold affirming views about diversity • Use appropriate instructional strategies • Advocate for all students

  8. Differentiation +Plan-Do-Study-Act

  9. Putting Support Systems into Place

  10. Role Modeling Differentiation strategies

  11. Intranet Pages World Language Document Repository Online resources

  12. Differentiation buddies

  13. 2008-2009 Challenges • Realizing staff were at varying points in DI journey • “Keeping the ball rolling” • Becoming greener

  14. Essential Questions How can I model differentiation in my professional development efforts here in Howard County and beyond? How can I “walk the talk”?

  15. What about…?

  16. The birth of the Dare to Differentiate wiki

  17. Dare to Differentiate Wiki today

  18. Technology widens choices for adult learners Based on participants’ varied • readiness levels • interests • learning preferences For PD delivery models: • in person • remote • synchronous • asynchronous

  19. Choice + Expectations Follow-up possibilities: • share at department meeting • submit a product for the WL DR • submit a discussion posting on the wiki

  20. Self Assessment & Reflection

  21. Let’s take a tour daretodifferentiate.wikispaces.com

  22. Homepage

  23. Discussion Page

  24. Feedback page

  25. Google Forms Table & Summary

  26. Idea Sharing Page

  27. Using technology for data collection

  28. The option I chose for the February 26th Professional Development was I appreciated having choices.

  29. As a result of my work on November 24th and on February 26th, I have deepened my knowledge about differentiated instruction. I believe that my work in differentiation this year will

  30. Ever-changing sets of learners drive changes in wiki • HCPSS MS and HS WL teachers • HCPSS K-12 School-based and Central Office staff • HCPSS Elementary & Secondary Curricular Programs • K-16 WL teachers across region and nation • District WL Supervisors from across nation

  31. Leadership for Differentiation DI Professional Development Tools

  32. Follow-up after presentations

  33. Ripples of Influence

  34. Wiki Members

  35. Wiki Web Citings

  36. Wiki Statistics- April 2009

  37. Wiki Statistics- May 2009

  38. International Wiki VisitorsApril-June 2009 Kuwait Mexico Pakistan Qatar Senegal Thailand Tunisia United Arab Emirates USA Argentina Australia Canada Great Britain Greece Guam Indonesia Iran

  39. Dare to Differentiate Presentation Participants Plus: Alaska, Hawaii, Bermuda, Ontario, Germany, Japan, and Russia

  40. Tomlinson’s Non-Negotiables of Differentiation • Supportive learning environment • Continuous assessment • High-quality curriculum • Respectful tasks • Flexible grouping

  41. Supportive learning environment & Flexible grouping High expectations, continuity, and accountability Opportunities to collaborate- in person and virtually Support system Choice

  42. Continuous Assessment • Collect data about learners • Use technology to collect feedback • Self-assessment and reflective practice • Consultation with tech professionals • Continuity and follow-up

  43. High Quality Curriculum • In a variety of media • High expectations and continuity communicate value • Deepening understandings paired with application • Easily accessible

  44. Respectful tasks • Attending to adult learner needs • Providing choices • Differentiating PD experiences • Allowing for learning profile and readiness differences

  45. My insights • Synchronous and asynchronous and in-person and remote professional development all can be effective. • Learners appreciate choices. • Technology tools can be used to “bridge the gap” between levels of experience, geography, learning preferences, and time limitations.

  46. The journey continues… All images unless otherwise indicated taken from Microsoft Clipart Gallery http://office.microsoft.com/en-us/clipart/default.aspx

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