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Differentiated Instruction 101. Kristin Bartells Kristen McGowan Shana Piatek. 1/31/12. Welcome to our first class! . Name School Subject area Years of experience Something interesting about yourself. Learner Profile. HUMAN BINGO. Complete the statements about yourself.
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Differentiated Instruction 101 Kristin Bartells Kristen McGowan Shana Piatek 1/31/12
Welcome to our first class! • Name • School • Subject area • Years of experience • Something interesting about yourself
HUMAN BINGO • Complete the statements about yourself. • Introduce yourself to your classmates, and find out what you have in common.
MULTIPLE INTELLIGENCES survey • Give yourself a point for each statement with which you identify. • Calculate your total for each section. • Graph your results. • Graph your strongest and weakest categories on the class graph. • Why is it important for teachers to have this information about our classes?
Differentiating… WHAT HOW • Content • Process • Product • By readiness • By interest • By learner profile
Content • Varying what we teach or how students gain access to information • The most basic content should cover state/district standards. • Students may have varying levels of knowledge: • Completely unfamiliar • Partial mastery • Display mistaken ideas • Complete mastery
Content • Teachers can differentiate content based on what students already know. • Bloom’s Taxonomy • Unfamiliar: knowledge, comprehension, application • Partial mastery: application, analysis, evaluation • Complete mastery: evaluation, synthesis
Content • Teachers can differentiate how students gain access to the information based on their interests and learner profiles. • Materials: • Texts, novels • Books on tape • Internet sources • Lecture • Grouping • Flexible or alike groups • Pairs • Individuals
Process • How students process or make sense of information being taught: • Easiest method for student to acquire knowledge (preference) • Method that challenges student (need practice) • Methods of differentiation: • Reading • Listening • Manipulating objects • Multiple presentations*
Teachers can differentiate process based on what students already know. Differentiating Process • Tiered assignments • Independent and guided groups • Anchor activities • Stations • Questioning technique
Differentiating Process • We can offer a variety of opportunities for practice to our students that appeal to their interests or to their learner profile. • Gardner’s Multiple Intelligences • Choice
product • How students show what they know, understand, and are able to do • Differentiating products: • Variety of assessments • Same criteria, different product • Essay, speech, test, composing a song, building an object, etc. • Clear expectations RUBRICS!!!
Differentiation by READINESS • Level of difficulty at which students are ready to learn and the rate at which they grow • Complex set of factors • Basic needs being met in and out of classroom • Physical and emotional development factors • Physical and mental health on a given day • Relationship with teacher and classmates • Not the same as ability, although ability may be a contributing factor
Differentiation by INTEREST • General and specific interests that a student may find captivating within a discipline or topic • Maximize student motivation by increasing interest/creating personal connections
Differentiation by LEARNER PROFILE • Combination of interests, dispositions, and manners in which student learns best • Learning and thinking styles • Multiple intelligences • Culture • Environmental preferences • Appeals to multiple modes of learning and assessment so that students learn effectively and efficiently • When students are comfortable, their learning is maximized.
Formative Assessment • For next week: • Implement a formative assessment in class. • Be prepared to discuss it in your groups. • Topic/Unit/Lesson • Type of FA • How did it go?
