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DIFFERENTIATION Continued…. 25 March 2015. Make a list of all the students in your class. If you teach more than one grade level , you may select one level . You may not use any notes. When you have to push to remember, draw a line. Write down any additional names you can now remember.
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DIFFERENTIATIONContinued… 25 March 2015
Make a list of all the students in your class. If you teach more than one grade level, you may select one level. You may not use any notes. • When you have to push to remember, draw a line. Write down any additional names you can now remember. • When you can’t remember any more, draw another line. Ask yourself why some students are “invisible.” Do this again a week later. Think about what you have done that has brought kids above the line. See who still falls below a line. Ask yourself why.
Two students sit at the back of a classroom. One is near-sighted and cannot see anything that is more than a few feet away. He wears thick glasses to see long distances. The teacher asks both to read, record, and learn the information written in small print on the front board, on the opposite side of the room. In order to be equal, however, the teacher removes the near-sighted child’s glasses and asks both to get started. The child needing the glasses squints, but can’t read anything on the board.
Question 1 Did the teacher make it easier for the near-sighted student? Yes? No?
Question 2 You have finished a brilliantly presented unit and tested your students. ½ the students fail. What is your reaction: a. Clearly, the children did not study • Something is flawed – it’s probably not the students. • My standards are too high.
Other Questions… • If I differentiate instruction, but other teachers in my school do not, I am disabling my students. TrueFalse TrueFalse 4. Does differentiated instruction hinder performance on standardized tests? YesNo 5. Differentiated instruction cannot be applied to real world situations; the real world is not differentiated. TrueFalse 6. Differentiated instruction is individualized instruction.
GROUP TASK • Strips of paper with phrases • Classify whether it defines differentiation or not
Differentiated instruction is not individualized instruction; it’s getting the kid in the ballpark!
Differentiated instruction is not just another way to provide homogenous grouping.
Differentiated instruction is not tailoring the same suitof clothes. .
Differentiation is not four versions of the same boring worksheet.
Differentiation is a classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.
Differentiated Instruction IS • Proactive • More qualitative than quantitative • Student-centered • A blend of whole-class, group and individual instruction
“What will this look like in my classroom?” Brainstorm ideas about …. • What does differentiation involve? • Will the … change in your classroom? • Role of the teacher • Role of the student • Use of time, space and materials • What resources are available?
Readiness Interest Learning Profile Teachers Can Differentiate Content Process Product Learning Environment According to Students’
4 Keys of Differentiation • Know your students & yourself • Know your curriculum • Develop a repertoire of strategies • Keep it simple, social and collaborative
Readiness Interest Learning Profile Teachers Can Differentiate Content Process Product Learning Environ. According to Students’
Differentiated tasks are created based upon a student’s: ReadinessClosely matched to skill level Interests Ignites curiosity and/or passion Learning Preferences Provides opportunities to “work” in preferred modalities
How do you determine readiness in your classroom? • How do you determine students’ interests?
Using LEARNING PROFILE… Learning profile refers to how an individual learns best - most efficiently and effectively. Teachers and their students may differ in learning profile preferences.
Learner Profile Card Gender Stripe Auditory, Visual, Kinesthetic Modality Analytical, Creative, Practical Sternberg Student’s Interests By yourself With partner Small group Whole group Multiple Intelligence Preference Gardner Teachers make their profile card.
Learning Profile Inventories • The Modality Preferences Instrument
Creative Analytical Practical Learning Profile Inventories • Triarchic Theory of Intelligences (Sternberg)
Learning Profile Inventories • The Theory of Multiple Intelligences (Gardner) • Verbal/Linguistic • Logical/Mathematical • Visual/Spacial • Bodily/Kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalist
Other ways… • Interest surveys • Look at previous performance • Talk to students • Observe • Listen Talking is learning; listening is teaching.
In grade level teams, determine the best way to profile your students. Prepare to share it to the team.
Weather Reports Sunny skies—it’s clear to me! Low clouds—I understand some, but not all. Fog/Smog—I’m lost!
Know the Curriculum! • Teachers need to know the benchmarks within the curriculum. • Differentiation will provide a multitude of paths to move students closer to those benchmarks.
Know the Curriculum! Establish what is essential learning; Teach the Student Objectives, Communicate the objectives and enabling outcomes to the students
Differentiated Curriculum should include: • Challenging but achievable tasks or learning engagements • Choices • Engaging activities • Linked to previous and future learnings
Define success, mastery. What might mastery of this objective look like in first grade, fifth grade, tenth grade? Mathematics Curriculum Standards 1-12
Weather Reports Sunny skies—it’s clear to me! Low clouds—I understand some, but not all. Fog/Smog—I’m lost!
Important: PLAN! Plan purposefully allowing for student variance • Pre-assess – Whole group • Focus on essential knowledge • Not graded • For the teacher Take your students from where they are and bring them to where you want them to be.
Assess for Mastery Formative Assessments: on-going; not always graded; assessments for learning Summative Assessments: determination of mastery of objectives; assessments of learning; often criterion based Portfolios Student-Based Assessment Performance Assessments Independent Assessments Assessment is not grading.
