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What Should Differentiated instruction Look like in the classroom? Building Common Understanding

What Should Differentiated instruction Look like in the classroom? Building Common Understanding In Our School . Proficient Proficient is the expected level of performance.

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What Should Differentiated instruction Look like in the classroom? Building Common Understanding

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  1. What Should Differentiated instruction Look like in the classroom? Building Common Understanding In Our School

  2. Proficient Proficient is the expected level of performance. The teacher consistentlychallenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences. Teacher Performance Standard 4

  3. Think about everything you know about the topic. Write for 1 minute. Pass to the right. Read what the new page says. Put a check on one idea you think is important. Add a term to the list. Repeat. At your table, discuss the 3 top ideas. DifferentiatedInstruction

  4. Targets • I can define Differentiated Instruction using language from GaDOE Teacher Performance Standards. • I can identify classroom practices that differentiate instruction for learning. • I candevelop a plan for sharing a common understanding of DI at my school. • (Set a personal learning goal. What do you hope to take away from the session?)

  5. What Is DI? What Is It Not?  DifferentiatedInstruction

  6. GaDOE Resources Provide a Framework for Common Understanding www.cpresa.org

  7. www.cpresa.org TKES Support • TASK: Work with a partner. • Define Differentiated Instruction on Frayer: • Read the Quick Guide (Characteristics, Examples) • Read the Fact Sheet (Characteristics, Examples) • Read the Infographic(Non-examples) • Read pp. 5-7 Course Participant’s Guide (Examples) • Come to consensus on a definition • Include characteristics • Write at least 3 examples of DI – include an example from your content/grade • Write at least 3 non-examples of DI

  8. DI and Related Teacher Performance Standards

  9. What does Differentiated Instruction look like in the elementary classroom? in the secondary classroom?

  10. TASK: Identify DI Teacher Planning & Practices • Responsive Teaching • Discuss the video clips. • Identify characteristics and examples of differentiated instruction in both elementary & high. Support your thinking. • What questions might an evaluator ask the teacher(s)?

  11. Assessment Use with DI is Formative Traditional Classroom Differentiated Classroom Assessment is most common at the end of learning to see “who got it” Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner need

  12. Exit slips * Admit slips * TOTD Examples • Elementary: https://www.teachingchannel.org/videos/teacher-assessment-strategy • MS/HS: https://www.teachingchannel.org/videos/student-daily-assessment • Ticket in the Door or My Favorite No: https://www.teachingchannel.org/videos/class-warm-up-routine

  13. The bottom line . . . “Good lessons start with a clear, curriculum-based objective and assessment, followed by multiple cycles of instruction, guided practice, checks for understanding (the soul of a good lesson), and ongoing adjustments to instruction.” Mike Schmoker

  14. Differentiated Instruction Defined Examples Non-Examples

  15. Understanding Evaluation of Std. 4 Observations: When Will DI be Evaluated? How Are Student Perception Data Used?

  16. How Can We Support Teachers? First Steps for Differentiating at the High School Level (Kristina Doubet, ASCD) http://www.differentiationcentral.com/videos2.html#second Helping Primary Students Become Responsible, Self-reliant Learners (Monica Harrold, ASCD) http://www.differentiationcentral.com/videos2.html#elementary Teaching Channel: https://www.teachingchannel.org/ Coastal Plains RESA TKES Support: www.cpresa.org

  17. Where Am I Going? Where Am I Now? How Can I Close the Gap? • I can define Differentiated Instruction using language from GaDOE Teacher Performance Standards. • I can identify classroom practices that differentiate instruction for learning. • I can develop a plan for sharing a common understanding of DI at my school. • I met/did not meet my personal learning target. To follow up, I need to . . . Handout: Agenda

  18. Summarize at Your Table • Revisit your circle map and Frayer Model. Cross out any misconceptions. • What big ideas do you want teachers at your school to know? • Write a step you will take to strengthen your current practice or a current practice at your school. • Set a date/time to work on Goal 3 of the Agenda: Develop a plan for sharing a common understanding at your school. • Revisit your personal learning goal. Was it met?

  19. Resources at www.cpresa.org

  20. Research Base • Tomlinson and Moon, Assessment and Student Success in a Differentiated Classroom, ASCD, 2013. • Tomlinson, The Differentiated Classroom: Responding to the Needs of all Learners, ASCD, 1999. • GaDOE, Quick Guide Standard 4 • GaDOE, Fact Sheet Standard 4 • GaDOE, Differentiated Instruction: A Teacher’s and School Leader’s Guidefor Improvement (Participant’s Guide)

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