Differentiated Instruction: Adapting the Process & Planning Lessons

1. Differentiated Instruction:Adapting the Process & Planning Lessons Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us Workshop 2

2. Workshop Outcomes • Increased understanding of how to differentiate the “process” • Increased understanding of content standards and of standards-based lesson planning • Begin creation of a differentiated lesson/unit to be used in your own classroom

3. Let’s Share! • What Differentiated Instruction strategy did you try in your own classroom? • How did it work? • Is there anything you want to do differently in the future? • Is there a strategy you want to use in the future?

4. Key #1 – Adapt Process • Students use key skills • Bloom’s Taxonomy • Multiple Intelligence Theories • Common focus • Vary student activities • Vary complexity • Teacher uses a variety of methods

5. More Than One Way to Get There

6. Examples of Process DI • Jig Saw Assignments • Modify the environment (fidgets) • Use good reading strategies • Graphic Organizers • Adding “movement” • Learning Centers • Learning Logs • Choices of tasks • Adjusting “time”

7. Using Reading Strategies in All Content Areas • Vary strategies to aid a variety of learning styles/intelligences • Good reading strategies work in any content area STRATEGIES: Before, During, & After Reading

8. Graphic Organizers • Help learners visualize information • Critical for visual learners!! • Good resources • http://www.writedesignonline.com/organizers/ • http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm

9. Add Movement • Manipulation & Movement • Critical to kinesthetic/tactile learners!! • Good Resources • Learning on Their Feet • Minds in Motion

10. Where Do Butterflies Come From? Ever wonder where a butterfly comes from? It comes from a chrysalis (KRIS-uh-liss) which is also called a pupa. A chrysalis looks like a tiny leathery pouch. You can find one underneath some leaves in the summer. Some animals don't change much as they grow up. Think about it: someone your age looks a lot like a grown-up. Grown-ups have more wrinkles and gray hair. But they still have two arms, two legs and one head—just like you. We're going to meet an animal that's very different—the butterfly. Butterflies go through four life stages, and they look very different at each stage.

11. High Quality Resources • Marco Polo – curriculum resources • http://www.marcopolo-education.com • ReadWriteThink • Illuminations • ArtsEdge • EconEdLink • National Geographic Expeditions • ScienceNetLinks • EdSitement

12. Time For Lunch Come back at 1:00

13. The 4 Hats of a Teacher • Diagnostician • Who am I teaching? • Program Design Engineer • What are students expected to learn? • Project Manager • How are students demonstrating their knowledge? • Assessor • Does the student product reflect/demonstrate understandings but also challenge them to stretch?

14. Program Design Engineer Hat • What are my students expected to • Know • Understand • Be able to do • Unpack your Content Standard(s) • What does this Content Standard mean in terms of student work? • The Content Standard is the BARE MINIMUM!

15. Teaching the Standard is Not the Same as Teaching to the Test

16. Adapting the Process: Pre-assessment in a Differentiated Classroom • Provides a baseline of prior knowledge • Helps set a high ceiling • Capitalizes on interests, abilities, strengths, learning styles Handout: Pre-assessment ladder

17. Approaches to Pre-Assessment • Formal • Pre-tests/quizzes • Performance on prior end-of-unit assessments • Informal • Journal entries • Surveys • Webbing activities • Systematic Observation

18. Project Manager Hat • How are my students demonstrating their knowledge? • What evidence will I collect? • Do I record a grade for it? • Do I have a balance between summative and formative assessments?

19. Let’s Build a Lesson • Standards based • What pre-assessment could you use? • Understanding By Design • “Four Stages” of lesson design • Identify desired outcomes • Determine acceptable evidence • Plan learning experiences and instructional activities • Plan differentiation

20. Homework for March • Bring your first lesson/unit in March • Rough draft is OK • Present it to the group • Read & Explore • The Brain Compatible Classroom • The Body, Movement, & the Brain • Time, Time, and More Time

21. The Body, Movement, and the Brain • Essential Question – How can movement help the brain reach its potential? • The Brain-Compatible Classroom • Chapter 3 (pg 41) • What can you take from this resource back to your own classroom?

22. Time, Time, and More Time • Essential Question – What role does TIME play in the classroom? • The Brain-Compatible Classroom • Chapter 5 (pg 75) • What can you take from this resource back to your own classroom?

23. Brain Resources • Brain Breaks • http://www.alite.co.uk/information/brain_breaks.htm • Grow a Brain (Susan Jones) • http://www.susanjjones.com/grobraintro.html • The Brain Connection • http://www.brainconnection.com/

24. Fun Math Resources • Chaos in the Classroom • http://math.bu.edu/DYSYS/chaos-game/chaos-game.html • Fractals • http://math.rice.edu/~lanius/frac/

25. Pre-assessment Resources • http://assist.educ.msu.edu/ASSIST/classroom/assessment/section1/sec1strat1preassess.htm • http://curry.edschool.virginia.edu/gifted/projects/NRC/projects/ascd/ascd2002.ppt