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Differentiated Instruction

Responsive Teaching. Differentiated Instruction. February 1, 2012 Birchwood Intermediate. What We Have in Our Schools:. More students speaking more languages than ever; Increasing numbers of students with learning difficulties ; More students needing help with reading and writing ;

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Differentiated Instruction

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  1. Responsive Teaching DifferentiatedInstruction February 1, 2012 Birchwood Intermediate

  2. What We Have in Our Schools: • More students speaking more languages than ever; • Increasing numbers of students with learning difficulties; • More students needing help with reading and writing; • Many advanced learners needing to continue their growth; • An economic divide reflected in our classes; • A need for every student to leave school as a: • thinker • flexible and independent learner • producer of knowledge

  3. What the Research Tells Us: • Students: • Learn at different rates. • Need different degrees of difficulty. • Have different interests. • Learn in different ways. • Need different support systems. • Need to own their learning.

  4. And Yet… In spite of the great and growing variety of students in our classrooms.

  5. We teach as though they are essentially alike.

  6. WHY?

  7. In Many Cases: • Teachers cover content. • We don’t always think about teaching individuals. • We have an expectation of success for everyone… • On the same activities and tests, administered at the same time, under the same circumstances. • This is comfortable for teachers; not for students. • These habits of instruction are: • Mostly teacher-centered. • Often low-level. • Mainly text-focused. • Usually orderly and predictable.

  8. What We Know: Teaching a roomful of learners the same thing in the same way over the same time span with the same supports and expecting good results for everyone has never happened… Dlfldfdljd dlfjldkfdl and it never will…

  9. So…What do We Do? • Because we know all of these things to be true, what is our obligation as educators? • To reflect on how our students – all of them – learn best. • To re-examine curriculum outcomes. • To strengthen and find alternate waysto reach objectives. • To embrace flexibilityin our classrooms. • To differentiate instructionand assessment.

  10. Group Activity What does RESPONSIVE TEACHING mean to you?

  11. DEFINE RESPONSIVE TEACHING Your definition should clarify its INTENT, ELEMENTS, and PRINCIPLES.

  12. EXPLAIN TO A NEW TEACHER WHAT RESPONSIVE TEACHING would look like in action. In other words, what would a teacher be doing in his/her class and why?

  13. DEVELOP A METAPHOR or ANALOGY or even a VISUAL SYMBOL to represent RESPONSIVE TEACHING

  14. What does DIFFERENTIATION mean to YOU?

  15. HOW ABOUT ASSESSMENT?

  16. Sternberg’s Three Intelligences

  17. Differentiated Instruction is… • Put simply, it is shaking up what goes on in the classroom so that students have multiple options for: • Taking in information; • Making sense of ideas, and; • Expressing what they learn. • It is responsive(and responsible)teaching.

  18. Building Blocks of Good Instruction Reflecting on Students Having Clarity about Curriculum Planning Effective Instruction and Assessment Managing for Flexibility

  19. Building Blocks • Reflecting on Students • Developing Clarity About Curriculum • Using Effective Instructional Approaches • Managing for Flexibility • These practices are essential to DI (and good teaching practice), but can also sometime be barriers.

  20. Stumbling Blocks… • According to Tomlinson, the four most common impediments to differentiation in the early stages are: • Lack of focus on individual students. • We tend to think and talk about ‘our kids’ as a whole rather than studying individuals or even smaller groups. As long as we see them predominantly as a group, we’re going to teach them that way. • Lack of clarity about curriculum outcomes. • What students should know, understand, and be able to do – not what they’re going to cover. • Lack of comfort with instructional strategies • Strategies that invite us to differentiate – to reach out in different kinds of ways…and strategies we may not have used in a while. • Uncertainty about how to manage a classroom. • One in which students are not always doing the same thing in the same way in the same time span.

  21. Reflecting on Students

  22. Reflecting on Students • What do I want to know about my students as individuals? • As a group? • What do I already know? • How well do they read & write? • How well do they understand when they listen? • What’s the hardest for them in school? • What do they already know about what I’m planning to teach? • How do they feel about their peers? • How do their peers feel about them? • How does their culture and gender affect their learning? • What are their dreams? What are their interests? How do they work best? • What experiences do they have that relate to what we’re studying? • What attitudes do they have about learning? About schools? • What kinds of adult supports do they have?

  23. Learning Profile Pre-Assessment Carol Ann Tomlinson (ASCD)

  24. Learning Profile Pre-Assessment • The following exercise can be used to group students according to their learning profiles. • It is a great way to gain some insights into the interests of students and the way they learn. • It was developed by a grade five teacher in Virginia as a pre-assessment activity at the beginning of the school year, but is transferable to any group.

  25. Learning Profile Pre-Assessment • Favorite subjects in school are indicated by head color and body color: • Math: Purple • Science: Red • Language Arts: Blue • Social Studies: Orange • Physical Education, French, etc. • Least favorite subjects in school are indicated by hair color (you can design fun hair). • If you are a boy, use shorts. If you are a girl use the pants. • Make the color pants with your favorite color.

  26. Learning Profile Pre-Assessment • Strongest intelligence area (using Sternberg model) is indicated by the shirt color: • Analytical = Green • Creative = Red • Practical = Blue • These could also be grouped by multiple intelligence areas (intrapersonal, interpersonal, musical, kinesthetic, logical mathematical, verbal/linguistic, visual/spatial, naturalist). • Learning preference is their shoe color: • Visual = white • Auditory = black • Kinesthetic = brown

  27. Learning Profile Pre-Assessment • If you prefer to work alone on project , put on stripes. If you prefer to work in groups, draw polka dots on your shirts. • If you like to be challenged and learn new and difficult things, design a hat for yourself.

  28. Reflecting on Students Diagnostic and Formative Assessments are key at this stage.

  29. Reflecting on Students

  30. Clarity about Curriculum

  31. Clarity About Curriculum • What is this topic really about? Why study it? • What makes it connect to the students’ lives? • How does it help students better understand the subject? • What should students know, understand, and be able to do as a result of each lesson and the unit as a whole? • How does the topic relate to experts?

  32. Clarity About Curriculum Familiarity with the Specific Curriculum Outcomes are key at this stage.

  33. Know Where Your Students are Going! “Would you tell me please, which way I ought to go from here?” “That depends a good deal on where you want to get to,” said the Cat. “I don’t much care where –” said Alice. “Then it doesn’t matter which way you go,” said the Cat. Lewis Carroll, Alice’s Adventures in Wonderland

  34. Instructional Approaches

  35. Instructional Approaches • In what ways can I honor student interests? • What options do I have when I share ideas/create tasks for students? • In what ways can I honor students’ learning styles/preferences? • How can I encourage a wide range of complex thinking? • What different instructional modes can I offer them? • What instructional approaches best serve the goals of this lesson/unit? • Have I paid attention to and honoured interests and learning styles? • What choices in learning and assessment have I offered? • How can I encourage every student to ‘reach up’?

  36. Instructional Approaches Knowing the needs of your learners and finding ways to reach them is key at this stage.

  37. It’s Not About Coverage… Simply covering the curriculum does not guarantee that the students will meet all of its outcomes.

  38. Managing for Flexibility

  39. Managing for Flexibility • How can I use time, space, & materialsmore flexibly? • How do I establish (and be willing to accept) levels of sound and movementin the classroom? • How do we establish class routines to create independence? • How do I make time to meet with different groups? • How do I make time to coach individuals? • How do I give multiple sets of directions? • That provide adequate challenge, engagement, and structurefor all students? • How do I track students’ progress?

  40. Managing for Flexibility The key? A shift in the traditional mindset.

  41. A Continuum of Differentiated Instruction • In a classroom with little or no differentiation: • The class works as a whole on most materials, exercises, projects. • Everyone is expected to work at the same pace on everything. • This doesn’t suit all the different learners in the room. • There are group grading standards. • There is an implied (or stated) philosophy that all the students need the same teaching and learning.

  42. A Continuum of Differentiated Instruction • In a classroom with some differentiation: • Teachers ask differentiated questions in discussion. • Teachers encourage individuals to take an assignment farther. • There are implied variations in grading experiences. • Students choose their own work groups. • If students finish work early, they can read, do puzzles, etc. • There are occasional exceptions to standard pacing. • May not need to show all work, do all math problems, etc. • There are occasional adjustments in grading to reflect student effort and/or ability.

  43. A Continuum of Differentiated Instruction • In a fully-differentiated classroom: • There is a clearly-stated philosophy of student differences. • There is planned assessment and planned compacting. • Variable pacing is a given. • There is moving furniture and consistent use of flexible groups. • Collaboration is viewed as essential to the learning process. • There is planned variation in content/input. • There is also planned variation in product/output. • There is individual goal setting and individual assessment. • Grading reflects individual growth. • There is frequent mentoring and frequent monitoring.

  44. For More Information: • Contact: • Ian Coffin • Secondary Curriculum Consultant • Eastern School District • 902.894.0233 • iecoffin@edu.pe.ca • esdlab.pbworks.com (Differentiated Instruction) • http://prezi.com/3lulnxgjnnan/responsive-teaching-birchwood/

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