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Pre-Webcast Procedures

Pre-Webcast Procedures. Have paper and pen/pencil handy. Reflect/Write your definition of “differentiated instruction.” Set a personal/professional goal for this webcast. HET: The Model for Differentiating Instruction. Highly Effective Teaching: Sue Pearson.

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Pre-Webcast Procedures

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  1. Pre-Webcast Procedures • Have paper and pen/pencil handy. • Reflect/Write your definition of “differentiated instruction.” • Set a personal/professional goal for this webcast.

  2. HET: The Model for Differentiating Instruction Highly Effective Teaching: Sue Pearson

  3. What is Differentiated Instruction? HET Differentiates Instruction Differentiating Instruction: Strategies HET: A Model for Differentiating Instruction

  4. How would you define* differentiated instruction?

  5. Differentiated instruction happens when you consistently and proactively create different pathways to help all your students be successful!

  6. Why Differentiate? • Unique brain in each student’s head • Wide range of abilities in each class • Gender research • State mandates • Time crunch!

  7. Goals of Differentiated Instruction • Build relationships w/students • Provide rigor and relevance for all • Maximize each student's growth • Offer different learning experiences in response to students' varied needs (Tomlinson, 2000).

  8. Enriched Environment Absence of Threat/ Nurturing Reflecting Thinking Movement BODYBRAIN COMPATIBLE ELEMENTS SUPPORT DIFFERENTIATION Collaboration Mastery/ Application Meaningful Content Choices Immediate Feedback Adequate Time © H.E.T. 2007

  9. Differentiating Instruction: 4 FOCUS AREAS • Engagement • Questioning • Flexible Grouping • Assessment ☺HET Differentiation processes/strategies

  10. Differentiation throughENGAGEMENT • Brain information☺ • LG/LS☺ • Procedures☺ • Agenda☺ • Surveys: Temperament/personality, Interest, MI☺

  11. Sample Inventory Questions • I am safe. • I have fun learning. • I like this school. • My teacher cares about me. • My teacher listens to my ideas. • My teacher believes I can learn • SAMPLE SURVEY: http://tinyurl.com/35ld5eb

  12. Clock Partners☺

  13. 8:00 A_____________ 9:00 A_____________ 10:00 A_____________ 11:00 A_____________ 12:00 P_____________ 1:00 P_____________ 2:00 P_____________ 3:00 P_____________ 4:00P______________ 5:00P______________ 6:00 P_____________ 7:00 P_____________ 8:00 P_____________ 9:00 P_____________ 10:00P ____________ 11:00P ____________ Daily Appointment Calendar forName_____________________

  14. THAT’S ME! Finding commonalities is a brain-compatible way to make the brain feel safe. • Listen to my statement. • If that statement is true for you, stand and say “That’s me!” Variation: Teacher makes statements relating to topics of study. . . “I can name 3 states of matter.”

  15. Yearlong Research Project☺ • Select a topic of personal interest (can be within or out of grade level curriculum) • Create something new with the information. • Present to class, parents, other classes • Teach research skills • Provide one hour weekly as group-other times when work is completed (3C’s) • Offer presentation projects using MI • Share at year-end celebration!

  16. Time to Choose Which engagement strategies will you use to provide differentiation? • Clock/Appointment Partners☺ • That’s Me • Yearlong Research Project☺

  17. Differentiation throughQUESTIONING • Teacher and Students • Safe to ask/post☺ • Closed/Open Questions • Use as assessment tool • Bloom’s Taxonomy☺ • Model higher level thinking questions-variety is key!☺

  18. Evaluation: Why do you agree/disagree? Synthesis: How would you create a…? Analysis: How is this alike/ different from…? Application: How could you use…? Comprehension: Given ___ what would you predict___? Knowledge: Who, what, when, where is___? HOT Questions Bloom’s Taxonomy☺

  19. Park your questions here!

  20. Going Around in My Brain • Enlarge to poster size. • Laminate. • Students post their questions on Post-it notes to the chart. • Assess/Discuss

  21. GIVE ME! • Meet with _____ appointment partner. • Students touch own hands as they share information about the story they just read. • Model with book. Give graphic organizer and ask students to fill in their own answers to the questions. • Give students hand organizer to complete. • *Note: Organizer may be filled out before or after meeting w/partner.

  22. Give Me Five! What was this mostly about? What might happen next? What do I know now, even though I wasn’t given the info in the text? What does this remind me of? What mental picture do I see?

  23. Time to Choose Which questioning strategies will you use to provide differentiation? • Hot Questions☺ • Parking Lot • Going Around in My Brain • Give Me Five

  24. Differentiation through FLEXIBLE GROUPING • Planned/Random • Whole group • Partners/Triads/Quads☺ • Learning Club☺ • Small groups-varying degrees of readiness • Small groups-like readiness • Interest groups☺ • Independent☺

  25. Groups-Accountability • Teach collaborative strategies • Set agreements • Mingle as groups are working • Daily reflection • Individual/group evaluation *Other considerations: try all boy/girl groups-brain research (Michael Gurian)

  26. Group Roles☺ • Leader: facilitates; keeps group going • Timekeeper: monitors time • Materials Manager: Gets materials • Recorder: Summarizes group work in writing • Reporter: Summarizes group work orally • Scout: Seeks info from other groups • Encourager: Cheerleader for group

  27. Brainstorming: A to Z☺ • For a singular topic; develops vocabulary. • Develop a list BEFORE reading; generate ideas, make connections to what they think will be in the content. • Review content: after completing a lesson/unit, invite students to work w/clock partner. Create list of words all words related to that topic.

  28. Brainstorming A to Z Topic: Geometry

  29. Put students into groups of 4. Count off 1, 2, 3, 4. Pose question/raise issue for discussion Put heads together; provide process time; make sure everyone knows the answer. When you call out a number, that person in each group will stand (try spinner). Call on one student for an answer or ask for a choral response. Numbered Heads Together☺ Multiple Content Areas and grade levels-Kagan; Cooperative Learning 1999

  30. 4-6-8

  31. Time to Choose Which flexibility strategies will you use to provide differentiation? • Group Roles/Reflection☺ • A to Z: Brainstorming☺ • Numbered Heads Together☺ • 4-6-8

  32. Differentiation through ONGOING ASSESSMENT • Guides and drives instruction • Assess before, during and after instruction • Provide numerous opportunities for students to demonstrate understanding in a variety of formats • Give timely feedback • Discuss correct and incorrect information

  33. HET Inquiries☺ • Support both steps in two-step learning-pattern to program building. • Support the “key” points • Connect to prior experiences and skills • Offer differentiation & choice • Allow students to see, practice and apply concepts and skills in real-world context

  34. Brain Basics: Assessment The brain: • Needs 29-50 times of doing something (pattern) before it becomes a program (repeatable at will) • Needs immediate feedback-e.g., homework, class work, tests • Wants to know what is being assessed • Should be assessed on what is valuable learning for life

  35. Assess 1st thing in morning Reset their brains – acknowledge how they feel Australia-quiet area, executive timer, guest book, music (40-60- beats per minute) Would you like a Handshake, Hug, High Five Or How would you like to be greeted? GREETINGS the 4-H WAY☺

  36. According to Howard Gardner… • An intelligence isn’t strong or weak; it is developed or less developed. • One can develop a less developed intelligence. • The Intelligences are used to solve problems and produce products. • They provide opportunities for us to give information out-not take it in!

  37. Multiple Intelligences☺ http://surfaquarium.com/Mi/inventory.htm Kids: http://tinyurl.com/n6xopw

  38. Mind Your Own Business • Invite students to design their own business cards (index card/real cards) • Post expertise in academic & non-academic areas. Identify LG/LS strengths. • Add clip art. • Hand out or post. *Note: Can make REAL business cards or facsimile

  39. Sample Business Cards

  40. Line Up! Pre-assessment

  41. Line Up! Pre-assessment

  42. Signal Cards! • Use 3 index cards (5X8) per student. • Label one “YES”, one “MAYBE” and one “NO”. • When you ask a question, students hold up card that indicates whether or not they know the answer. • Call on students with “YES” cards to hold them accountable. YES MAYBE NO

  43. Time to Choose Which assessment strategies will you use to provide differentiation? • MI Surveys☺ • Mind Your Own Business • Line up! • Signal Cards YES

  44. CLOSURE! Reflect on: • Your original per./prof. goal • Strategies you chose • Final Quotation

  45. To Quote Einstein . . . “I never teach my pupils. I only attempt to provide the conditions in which they can learn.”

  46. Resources Betty Hollas Diane Heacox Free Spirit Publishing Vicki Gibson & Jan Hasbrouck

  47. Next Webinar~June 17 HET: Citizenship Teaching and Using the Lifelong Guidelines and LIFESKILLS IN and OUTSIDE of the Classroom

  48. Contact Me? • Sue Pearson • susanpiti@aol.com

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