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Differentiated Instruction Part 2 Choices

Differentiated Instruction Part 2 Choices. Guiding a classroom where, some of the time, more than one thing is taking place. Kirk Robbins Puget Sound ESD krobbins@ psesd.org. Last Time. What is Differentiated Instruction?. How do we Differentiate Instruction?. Feedback. I learned…

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Differentiated Instruction Part 2 Choices

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  1. Differentiated InstructionPart 2Choices Guiding a classroom where, some of the time, more than one thing is taking place Kirk Robbins Puget Sound ESD krobbins@psesd.org

  2. Last Time What is Differentiated Instruction? How do we Differentiate Instruction?

  3. Feedback I learned… • I am a little more clear on what DI actually is (12) • Specific strategies (tiered lesson, cubing, unit pages) (10) • Resources (5)

  4. Feedback I Want to learn… • More (time, of the same, examples, etc) (9) • How to implement (4) • How to manage large groups

  5. KUD Goals for this morning Participants will: • Know distinguishing characteristics of differentiated instruction • Know how to use two common DI strategies: Cubing and RAFT • Understand common opportunities for differentiation • Understand some solutions to common obstacles of implementing DI • Be able to differentiate an aspect of instruction (content, process, product)

  6. Agenda • Review Feedback • Revisit differentiated instruction • Identify successes and struggles with DI • Identify obstacles to using DI and provide solutions

  7. A Definition Differentiation is responsive teaching rather than one size fits all teaching (Tomlinson, 2005). To put it yet another way, it means that teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can, as efficiently as possible (Tomlinson, 2003).

  8. DI Check in using Cubing Cubing- roll a die and have a question/activity for each roll Take turns rolling a die and sharing answers with a partner • Share a differentiated instruction strategy you tried since October • Share a differentiated strategy you would like to try • Share an obstacle to using differentiated instruction • How could you use Cubing with your own students? • Where could you provide more choices to students in your classes? • How might you modify Cubing for your students?

  9. RAFT –Examples by content

  10. RAFT to provide choice

  11. Problem Solving • Pick an Obstacle that: • interests you • you feel you can solve • is an Obstacle for you • As a group: • Discuss the obstacle • Read suggestions • ON the Poster: record solutions • Each group will share out a solution to the whole group

  12. See example of World History Learning Contract “menu

  13. How to Start DIAdvice from Carol Tomlinson Just start Meet with small groups occasionally Take a month and just observe your students Give some pre-assessments

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