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Differentiating Instruction in a Whole-Group Setting

Differentiating Instruction in a Whole-Group Setting. Response to Intervention. How are teachers and hamsters similar?. Word Toss Page 82. Assessment Early Readiness Student Engagement Questioning Flexible Grouping Tiered Instruction Tone RTI. What is Differentiated Instruction?.

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Differentiating Instruction in a Whole-Group Setting

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  1. Differentiating Instructionin a Whole-Group Setting

  2. Response to Intervention

  3. How are teachers and hamsters similar?

  4. Word TossPage 82 • Assessment • Early Readiness • Student Engagement • Questioning • Flexible Grouping • Tiered Instruction • Tone • RTI Hollas, B. (2005)

  5. What is Differentiated Instruction? It’s consistently and proactively creating different pathways to help all your students to be successful. ~Betty Hollas

  6. MOST Important Word Differentiating Instruction is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated. It requires us to do different things for different students some, or a lot of the time. It’s whatever works to advance the student. It’s highly effective teaching! Wormeli, R., 2005

  7. Insanity: Doing the same thing over and over again and expecting different results. ~Albert Einstein Mike Mattos (2009) web.mac.com/mikemattos

  8. Student Engagement Questioning Assessment Flexible Grouping

  9. Scoring Guide • 4 – In addition to the 3 score, student demonstrates in-depth understanding and applications that go beyond what was taught. • 3 – No major errors or omissions regarding the information. • 2 – No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes. • 1 – With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. • 0 – Even with help, no understanding or skill demonstrated. Modified from: Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD. Alexandria, VA

  10. 10 = 4 = ADVANCED 8.5 = 3 = PROFICIENT 6.5 = 2 = BASIC 5 = 1 = BELOW BASIC

  11. 3rd Grade Science Lesson

  12. When Differentiating You Must Know . . . • each child’s readiness level. • early readiness • readiness • advanced readiness • each child’s interests. (p. 138) • how each child learns best. (p. 139) • how the child feels about the classroom, him/herself, and learning. Toonaday.com Hollas, B. (2005)

  13. Did You Know? • 46% of people are visual learners • 19% of people are auditory learners • 35% of people are kinesthetic learners VAK

  14. 8:00______________ 9:00______________ 10:00_____________ 11:00_____________ 12:00_____________ Let’s Make an Appointment! (8) 7:00 Peer Tutor Random 9:00 Peer Tutor Random 11:00 Similar Ability Random 1:00 Similar Ability Hollas, B. (2005)

  15. Partner Reading (Timed Pair Paraphrase – 10) • List your students from advanced to emergent readers . . . • John • Sally • Ginger • Tom • Libby • Samantha • Jane • Tim

  16. Partner Reading • Divide the Class In Half . . . • John • Sally • Ginger • Tom • Libby • Samantha • Jane • Tim John, Libby Sally, Sam Ginger, Jane Tom, Tim

  17. Storytelling • Stories provide a script for us to tie information to our memory. (Markowitz & Jensen, 1999) • Storytelling is a wonderful way to access more than one memory lane. Putting semantic information into a story format allows a student to see not only the whole idea but the details as well since the brain processes both wholes and parts at the same time. (Caine & Caine, 1997) Marcia Tate (2003)

  18. Mineral Hardness Scale • Talc • Gypsum • Calcite • Fluorite • Opalite • Feldspar • Quartz • Topaz • Corundum • Diamonds Allen, R. (2008)

  19. Mineral Scale StoryWritten by: Greg Hopkins, Dana Meinders, Paula Seal at Robinson Elementary in Aurora, Missouri • There once was a hillbilly named Min --- Earl Scale. Earl talced funny. He had a girlfriend who dressed like a gypsum. Every night they checked the cattle at the cal-cite. Then they would come sit on the flurite next to the dog, Opalite. Their favorite sport was to go out to the fields and spar (feldspar). The winner would get a Quartz of moonshine. Topaz the rest of the time, they corundumed up the mountain and back down again. After five trips up and down the mountain, they would die in mounds (diamonds).

  20. The Weighty Word Book

  21. Mnemonic Devices • Mnemonics create links or associations between new information the brain is receiving and information already stored in long-term memory. (Wolfe, 2001) • Mnemonics help activate the creation of stronger neuro-links in the hippocampus, which are essential to short- and long-term memory. (Jensen, 2001)

  22. Mnemonic Devices • HOMES

  23. Repetition ROY G BIV Oxygen Yearning for Meaning Glucose Bias Attention Intense Emotion Variety of Word Tools

  24. Iowa Nebraska Illinois Missouri Kansas Kentucky Oklahoma Arkansas Tennessee

  25. Movement • Movement involves more of a student’s brain than does seatwork since movement accesses multiple memory systems. (Jensen, 2001) • Having students stand up, walk, jump, and clap as they review, understand, or master material will strengthen their procedural memories. (Sprenger, 1999)

  26. Show-Don’t Tell (15)

  27. Snowball Fight (16) Hollas, B. (2005)

  28. Mineral Hardness Scale What are Peter’s character traits? Use text details in your answer. Write a conclusion to the story.

  29. Vocabulary on the Move (13) Hollas, B. (2005)

  30. What’s My Name? (19) Hollas, B. (2005)

  31. Circle the Category (20-21) Hollas, B. (2005)

  32. TONE Bring Your Teaching SPACE to Life!! Allen, R. (2007)

  33. Music, Rhythm, Rhyme and Rap • Music activates and synchronizes neural networks which increase the brain’s ability to reason spatially, think creatively, and perform in generalized mathematics. (Jensen, 2001)

  34. The Liberty Bell . . . Here’s a story Of the Liberty Bell It cracked the first time it was rung. They tried to fix it; it cracked again; It weighed at least a ton! Then one day while the bell was in Pennsylvania, People saw it and thought how they were free The crack . . . . was just like America We struggled for liberty The Liberty Bell! . . .ding! The Liberty Bell! . . .ding! That’s the way . . . . . it became the Liberty Bell! Ding da ding ding!

  35. Trig FormulaAngle Addition/SubtractionBy: Leslie Denton • Tune: Twinkle, Twinkle • Sine Cosine Cosine Sine • Cosine Cosine • Minus Sine Sine

  36. Roman Numerals • I • II • III • IV • V • VI • VII • VIII • IX • X • XI • XII • XIII • XIV • XV • XVI • XVII • XVIII

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