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Differentiated Instruction

Differentiated Instruction. South O’Brien January 14, 2008. So, how did it go?. Small Group Sharing. In your small groups . . . . Share one lesson that you remodeled and then implemented in the classroom. Make sure to share the learning goal(s) of the lesson and how it was differentiated.

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Differentiated Instruction

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  1. Differentiated Instruction South O’Brien January 14, 2008

  2. So, how did it go? Small Group Sharing

  3. In your small groups . . . • Share one lesson that you remodeled and then implemented in the classroom. • Make sure to share the learning goal(s) of the lesson and how it was differentiated. • How did the students respond? • What were your perceptions of the lesson? • Use the concept map to help with your explanation.

  4. Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Respectful Tasks Quality Curriculum Flexible Grouping Assessment for Instruction Building Community Teachers can differentiate through Affect/ Environment Content Process Product According to students’ Readiness Interest Learning Profile Through a variety of instructional strategies such as: Graphic Organizers . . . Physical Models . . . Mental Pictures . . . Pictures/Pictographs . . . Kinesthetic Activity . . . RAFT . . . Curriculum Compacting . . . Learning Contracts . . . Tiered Instruction . . . Learning/Interest Centers . . . Web Quests . . . Assignment Menus . . . Etc.

  5. Readiness Levels • Pre-assessment of content • Pre-requisite skills or knowledge • Reading level

  6. Assessing Student Readiness Activity • Remediate the skill • Work with the current skill level • Work around the current skill level

  7. Break Please watch the time on the screen so that we may reconvene in 15 minutes.

  8. A Differentiated Lesson on “Life Cycles” • Read pages 6-16 of your selected animal book. As you read, complete the top row of the “Share Learning” grid. • Meet with others who have read about the same animal as you (your expert group). Add to your notes as needed. • Meet with your base team (4 members, with each animal represented). In turn, present your notes to each other, so that all team members can complete the grid. • As a team, answer the questions on the back of the grid.

  9. A major goal of this lesson was to focus all students on the same essential knowledge, while providing readings on different topics (content).

  10. This lesson was “tiered.” By keeping the focus of the activity the same, but providing routes of learning, the teacher maximizes the likelihood that: 1) each student comes away with the same essential skills & understandings, and 2) each student is appropriately challenged at their level. Tiered assignments are differentiated tasks and projects that you develop based on your diagnosis of students’ needs.

  11. Creating Multiple Paths For Learning Key Concept or Understanding Advanced readiness level Limited readiness level Expected readiness level READINESS LEVELS Reaching Back Reaching Ahead

  12. So what made it “tiered?” • Describe what you would consider the essential understandings of this lesson. Would all students have opportunity to learn these concepts? • How many versions of today’s task were made available? Which version would be the “standard” version? • In a classroom setting, what would provide the basis for assigning students to each group? • Describe how students could be fairly assessed relative to this lesson.

  13. Making tiering “invisible” • Make flexible grouping the “norm” in your classroom. • Introduce all tiered activities in an equally enthusiastic manner and alternate which activity is introduced first. • Strive for different work, not simply more or less work. • Strive for tasks that are equally active, equally interesting and engaging. • Strive for tasks that are fair in terms of work load.

  14. Developing workcards for a “tiered” lesson • Begin with a classroom task that you have used in the classroom. Select a task that most students have found to be engaging and appropriately challenging. Record this task on a work card. • Develop enough versions of the original task to challenge the range of learners. You may need to create one, two, or three additional versions. • Consider how you will make this tiering “invisible” to your students.

  15. Lunch Please watch the time on the screen so that we may reconvene in 40 minutes.

  16. Gatekeeper SkillsGatekeeper Skill #1: Become a student of your students.Gatekeeper Skill #2: Developing clarity about your student learning goals…Gatekeeper Skill #3: Develop a repertoire of instructional strategiesGatekeeper Skill #4: Manage for flexibility

  17. Introducing a DI lesson planning template… …that integrates all four gatekeeper skills: • Being very clear about a unit’s learning goals • Becoming a student of your students • Selecting appropriate differentiated strategies, deciding whether to differentiate content, process, or product. • Keeping flexible classroom management in mind

  18. Planner - Part 1Establish a very clear curriculum Start with Good Curriculum: Planning a focused curriculum means clarity about what students should KNOW, UNDERSTAND and BE ABLE TO DO

  19. Planner- Part 2Studying Your Students • Consider student interests as they relate to the unit topic. (see separate planning guide) • Consider student readiness as it relates to this unit. (see separate planning guide) • Consider student learning profiles, and how they can be addressed in this unit (see separate planning guide)

  20. Planner - Part 3 • One lesson that has the potential for remodeling • Description of original format • What would I typically do?

  21. Planner - Part 4Develop a repertoire of instructional strategies • What options do I have when sharing new information with students? • In what ways can I honor students’ varied preferences for learning? • What instructional approaches best serve the goals of this particular unit? • What choices for learning might I offer students? • What options can I provide students for demonstrating their learning?

  22. Planner- Part 5Managing for flexibility • How will I give directions? • What will I do if students finish early? • Will the differentiation be by student choice or teacher choice? • How am I encouraging student responsibility? • If the work is “tiered,” how can I make it as “invisible” as possible? • Do rubrics need to be developed? • What problems might arise?

  23. Standard(s): Understandings Essential Questions s t a g e 1 Assessment Evidence Performance T ask(s): Other Evidence: s t a g e 2 Learning Activities s t a g e 3 Differentiated Instruction and UbD Should not be differentiated What are the big ideas? Evidence of learning may be differentiated, but not key assessment criteria What’s the evidence? Should be differentiated How will we get there?

  24. Using UbD to Plan Tiered Assignments •Clarify your essential learnings, and how they will be assessed. •Create the on-level task first.Then adjust up and down as needed. Below-Level Task On-Level Task Above-Level Task “Adjusting the Task”

  25. Work Time

  26. Wrap-up of the day . . .

  27. See you next time!February 15 Bring one Tiered lesson. Be prepared to share your classroom experience with this lesson.

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