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Differentiated Instruction: Adapting the Product

Differentiated Instruction: Adapting the Product. Workshop 3. Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us. Workshop Outcomes. Increased understanding of the importance of time & movement to learning

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Differentiated Instruction: Adapting the Product

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

  2. Workshop Outcomes • Increased understanding of the importance of time & movement to learning • Increased understanding of how to differentiate the “process” & the “product” • Share and reflect on lesson planning

  3. Review Building Blocks for Learning • Movement • Minds in Motion • http://doe.sd.gov/oess/schoolhealth/mindsinmotion/ • Boost Up • http://www.actg.org/programs/boost-up/boostup_main.htm • Time Management

  4. 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?

  5. 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?

  6. Differentiating Textbooks • Answer By The Number • Use small Post-It or highlighting tape • Review end of chapter questions • Locate paragraph(s) with answers • Write question number on Post-It & place it in margin next to paragraph • Cross-reference by placing page number by question

  7. Share & Reflect on Lessons • Peer Review of Lessons • Indicators of teaching for understanding • Rubric

  8. Time For Lunch Return at 1:00

  9. Key #3 – Adapt Product • Students have choices of product • Students use key skills to create product • Bloom’s Taxonomy • Multiple Intelligence Theories • Common focus • Vary student activities • Vary complexity

  10. R.A.F.T.S. • Writing strategy (used in 6 + 1) • Puts students into authentic roles to prove content understanding • Helps them focus • Adaptable to all grade levels & content areas

  11. R.A.F.T.S • R – role of the writer • A – audience for the piece of writing • F – format of the piece of writing • T – topic of the piece of writing • S – strong verbs to direct purpose

  12. Designing R.A.F.T.S. • Role • helps writer decide point of view and voice (6 + 1) • Audience • reminds writer to communicate ideas to someone else • Helps writer determine content and style • Format • helps writer organize ideas • Determines conventions of format (letter, story, lab report, etc.)

  13. Designing R.A.F.T.S. - more • Topic • Helps writer focus on main idea • Helps writer organize or select appropriate supporting details • Strong Verbs • Directs the writer’s purpose (persuade, compare, defend, etc.)

  14. Watch the ASCD Video

  15. Homework for April • Email final version of first lesson to Sara to post on ESA web page • Create 1 R.A.F.T.S. activity for your classroom to share with the group

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