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CURRICULUM AND PEDAGOGY

CURRICULUM AND PEDAGOGY. Drake University Mary Schmidt, MAE, NBCT Gifted Education Consultant Heartland AEA 11 mschmidt@aea11.k12.ia.us 270-0405 ext. 14375. AEAs in Iowa. Iowa AEAs Heartland AEA Total number of students, PK-12 (about 25% of the state) - 136,306

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CURRICULUM AND PEDAGOGY

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  1. CURRICULUM AND PEDAGOGY Drake University Mary Schmidt, MAE, NBCT Gifted Education Consultant Heartland AEA 11 mschmidt@aea11.k12.ia.us 270-0405 ext. 14375

  2. AEAs in Iowa Iowa AEAs Heartland AEA • Total number of students, PK-12 (about 25% of the state) - 136,306 • Number of public school districts – 54 (332 school buildings) • Number of accredited non-public schools – 30 • Total number of administrators and teachers - 9,997

  3. Differentiation KUD Know what differentiation is and isn’t how differentiation is defined Understand Differentiation is a way of thinking about teaching and learning. Do derive a definition of differentiation participate in a differentiated activity summarize learning

  4. SAVE THE LAST WORD FOR ME • Read the statements on the page. • Star 2 or 3 that really “speak” to you. • Move into groups of four. • Start with the person whose birthday is closest to today. He/she will read one statement. • Moving clockwise, each person in the group shares what that statement means to him/her. • The person who read the statement comments last. • The next person picks a different statement to read, and the the process repeats. • Pick one big idea from your discussion to share.

  5. IMPORTANT QUESTIONS • What is differentiation? • Why is it important? • How is it accomplished? • Where does collaboration fit in?

  6. COMMON LANGUAGE… …the basis for common understanding.

  7. TEXT CODING • As you read chapter 1, “What Differentiation Is and Isn’t,” mark points in the text. ? I have a question about or need clarification ! Important new learning • I agree with this • Be prepared to discuss

  8. SENSE MAKING • Form groups • Pictures • Outline • Graphic organizer • Written summary • Discuss text coding • Represent key ideas from reading

  9. PROCESSING… • How was this sense-making opportunity differentiated? • What worked for you? • How else could you differentiate it?

  10. Readiness Interest Learning Profile WHAT’S THE POINT Growth Motivation Efficiency

  11. GUIDING ASSUMPTIONS • A “teach to the middle” or “one size fits all” classroom is less responsive and less effective. • A differentiated classroom offers different approaches to • what students learn, • how they learn it, and • how they demonstrate what they’ve learned.

  12. GUIDING ASSUMPTIONS • Flexible grouping enables teachers to match student with learning experience. • Developing a differentiated classroom takes time, support, and commitment.

  13. WHAT IS DIFFERENTIATION?

  14. Winnie the Witch • Listen to the story and discuss how it relates to our session today. • Write your own definition of differentiation. Winnie the Witch Winnie on the Web She’s even on Facebook!

  15. DIFFERENTIATION ala... WEBSTER “…to make unlike; to develop specialized differences in…” TOMLINSON “…shaking up what goes on in the classroom so that the curriculum is a better fit for all.”

  16. DIFFERENTIATION ala... MAKER “…Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students.”

  17. DIFFERENTIATION ala... WORMELI …we match the challenge to the student, finding varied ways to help each child stretch intellectually.

  18. DIFFERENTIATION INVOLVES... • creating specialized differences in curricular experiences • creating multiple options for knowledge acquisition, sense-making, and product creation • providing different work, not more of the same • building on the characteristics which create differences • providing what is educationally right for learners

  19. MAGNET SUMMARY • Fold a piece of paper into four sections. • Write the word differentiation in the center and add four key words or phrases. • Compose a summary statement.

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