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Differentiating Process

Differentiating Process. Chapter 12. What does it mean to process?. I t means making sense of the content or ideas and skills being introduced . Run new information through ones own filters of meaning. Analyzing, applying, & questioning. .

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Differentiating Process

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  1. Differentiating Process Chapter 12

  2. What does it mean to process?

  3. It means making sense of the • content or ideas and skills being • introduced . • Run new information through ones • own filters of meaning. • Analyzing, applying, & questioning.

  4. This processing or sense-making is an essential component of instruction because, without it, students either lose the ideas or confuse them.

  5. In the language of school, process is spoken of as an activity. Activity achieves maximum power as a vehicle for learning only when it is squarely focused on a portion of something essential that students need to to know, understand, and be able to do as a result of a particular study.

  6. WHY IS ACTIVITY IMPORTANT?

  7. Any effective activity is essentially a sense-making process, designed to help a student progress from a current point of understanding to a more complex level of understanding.

  8. Ways to help students process and make sense of ideas and information more easily can be through classroom activities that: • are interesting to the students, • call on the students to think at a high level, • and cause the students to use a key skill or multiple key skills concurrently.

  9. WHAT ARE SOME GOOD ACTIVITIES?

  10. A GOOD ACTIVITY is something students will make or do • using an essential skill and essential information. • in order to understand an essential idea/principle or answer an essential question.

  11. A GOOD DIFFERENTIATED ACTIVITY is something students will make or do • in a range of modes at varied degrees of sophistication in varying time spans • with varied amounts of teacher or peer support (scaffolding) • using an essential skill and essential information • to understand an essential idea/principle or answer an essential question.

  12. As in the case with content, process or sense-making can be differentiated in response to student readiness, interest, and learning profile. • Readiness means matching the complexity of a task to student’s current level of understanding and skill. • Interestinvolves giving students choices about facets of a topic in which to specialize or helping them link a personal interest to a sense-making goal. • Learning profile generally means encouraging students to make sense of an idea in a preferred way of learning.

  13. Strategies That Support Differentiated Processing

  14. Buckets for Delivering “The stuff” Varied Graphic Organizers Interest Groups Multiple Intelligences Concept Attainment Independent Study Complex instruction But it’s the quality of “the stuff” that predominately Affects student understanding!

  15. Using strategies engages students in a different thinking or processing response. Sense-making activities are most effective for students when that response matches their learning needs, as well as specified learning goals. • These instructional strategies are ideal for offering differentiated sense-making or processing options for students in mixed-ability classrooms.

  16. Sense-making strategies help students process and “own” ideas and information in ways that work best for them.

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