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Be in Style Using Differentiation

Be in Style Using Differentiation. LDOE staff: Antoinette Bienemy, Marian Johnson, Susan Menard. Please. Refrain from using any electronic devices during the session. Refrain from using any electronic devices during the session. Be respectful of your fellow colleagues’ opinions. .

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Be in Style Using Differentiation

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  1. Be in Style Using Differentiation LDOE staff: Antoinette Bienemy, Marian Johnson, Susan Menard

  2. Please... • Refrain from using any electronic devices during the session. • Refrain from using any electronic devices during the session. • Be respectful of your fellow colleagues’ opinions.

  3. Session Agenda • Definition & Goal • DI Continuum • Case Studies • Assessment / Evaluation/ Reporting A. Learning Profile B. Interests C. Readiness VI. Assessment Continuum

  4. Session Objectives • Define differentiated instruction. • Understand that all differentiated lessons are based on some type of assessment. • Explain that content, product, and process can be varied to meet the readiness levels, interests, and learning profiles of the students. This is Differentiated Instruction.

  5. Search & Sign

  6. Differentiated instruction is not something new. Think of the one-room schoolhouse. Teachers faced the challenge of finding different pathways to help a wide range of learners be successful. Differentiated Instruction isNOT: • An IEP for each student • Unstructured • Another word for tracking • Giving additional busywork to accelerated students • Watering down the curriculum • A program, model, or recipe

  7. Definition and Goal: Differentiated instruction makes it possible to maximize learning for ALL students. It is a professional and responsive mindset where the teacher is proactively planning for the needs of diverse learners.

  8. Differentiated Instruction Continuum HighlyDifferentiated Not Differentiated “One-Size-Fits-All” Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning EVERYONE IS ON THE JOURNEY!!

  9. Check out these classrooms… • Algebra class A B • Fifth grade math class A B

  10. Let’s take a closer look… STUDENTS DIFFER IN: • How they learn best • What interests them • Readiness for the content

  11. PAY ATTENTION TO THESE STUDENT DIFFERENCES Learning Profile Interest Readiness GAINS GAINS GAINS ATTRACT ATTENTION MORE EFFICIENTLEARNING GROWTH AND ACHIEVEMENT

  12. What factors shouldbe considered for developing assessments?

  13. Learning Profile Social Emotional Factors • Language • Culture • Health • Family circumstances • Special circumstances Learning Styles • We teach according to how we learn best. • Most do not use sight, hearing, or touch equally during learning. • Every lesson should include VisualAuditoryKinestheticcomponents. • If a child is not “getting it”, re-teach using their learning style.

  14. Learning Profile Multiple Intelligences • Verbal –linguistic • Logical-mathematical • Visual-spatial • Musical • Bodily kinesthetic • Interpersonal • Intrapersonal • Naturalistic

  15. How Do I Determine Their Interests? • Plot their profile • Getting to know “you” square • Interest inventory • Observations • Conversations

  16. Intrinsic Motivation is the number one factor in the level of performance achieved. There are lots of tools to help you get to know the interests of your students.

  17. Assessment

  18. Assessment Continuum Pre-assessment + Evaluation INTERVENT ION INTERVENT ION Formative + Evaluation Summative + Evaluation Determination of students’ current levels of readiness In order to appropriately plan instruction Accumulation of information about students’ progress in order to make instructional decisions Accumulation of information about students’ progress at the end of a unit of study to determine whether the criteria of the standards have been met Evaluation – The judgment of students’ present understanding

  19. Let’s Take A Look At Some Other Assessment Strategies! • Concept map • K-W-L Chart • ABC Brainstorm • Subject Pre-test • Search and sign • Exit Cards • Anecdotal Notes • Written documents • Posters • Graphic organizers • PowerPoint Presentation • Oral Presentations • Pictures • Skits or Plays • Songs • Mini-lessons • 3-D Models • Flip Book

  20. How Do I Do Differentiated Instruction? • There is no single method to “do” DI. • DI draws from many educational theories and practices. Start with the Curriculum Know the learning goals for your students Plan teaching based on the assessment

  21. What Can I Differentiate ? Content Product Process

  22. Teacher’s Recitation WE HAVE TO TEACH THE STUDENTS WE HAVE • NOTTHE STUDENTS WE USED TO HAVE • NOT THE STUDENTS WE WANT TO HAVE • NOT THE STUDENTS OF OUR DREAMS WE HAVE TO TEACH THE STUDENTS WE HAVE

  23. Help your students meet today’s changing, challenging educational curriculum…. By Fitting… Tailoring… &Accessorizing to ... Differentiation ! For additional information, contact: marian.johnson@la.gov, antoinette.bienemy@la.gov , or susan.menard@la.gov or 225-342-0576

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