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Differentiated Instruction: Adapting the Product

Explore strategies like tiered assignments, layered curriculum, and product adaptation to effectively address varied readiness levels, learning profiles, and interests. Learn how to engage all students through meaningful lesson planning and assessment practices.

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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 • Share and reflect on lesson planning • Review understanding of how to differentiate the “process” • Increase understanding of how to differentiate the “product”

  3. String Activity

  4. Indicators that students DO NOT understand where the unit/lesson is headed. They ask: • Why are we doing this? • Does this count? How am I doing? • How does this relate to . . .? • Is this right? Is this what you want? • They don’t know how to prepare for the culminating assessments.

  5. Indicators that the unit/lesson WILL NOT be effective: • The textbook seems to be the only source of content to be understood. • There is little or no inquiry, exploration, or questioning. • Unit/lesson design assumes the students have all needed performance skills without adequate time to practice/rehearse. • Students seem unprepared for/surprised by final assessment/performance tasks. • Unit/lesson seems driven more by the goal of “coverage” than by the students’ needs to make sense of and use the content in meaningful ways.

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

  7. Reading Strategies

  8. USF Credit Registration • EDU 529L Differentiating Instruction • Feb-May 2008 • 2 credits

  9. Time For Lunch

  10. “The Equalizer” One way to think about readiness variance using the same topic – can be a guide to Tiering Assignments.

  11. Essential Question • How might you use “The Equalizer” to address varied readiness levels, interests, learning profiles, and talents in your own classroom to benefit the range of learners you teach?

  12. 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

  13. Create Multiple Paths For Learning Key Concept or Understanding Understand The Concept Struggling With The Concept Some Understanding READINESS LEVELS Reaching Back Reaching Ahead

  14. When Tiering – Adjust . . . • Level of Complexity • Amount of Structure • Materials • Time/Pace • Number of Steps • Form of Expression • Level of Dependence

  15. Tiered Assignments Based on Multiple Intelligences • Choices of process or product • Match the Tier with the Intelligence • Gardner Theory • Sternberg Theory

  16. Tiered Assignments • Rationale – “when tasks are well beyond the grasp of students, those students do not learn.” • Burn out • Rationale – “advanced learner may make A’s when tasks are too easy for them, but they also do not learn.” • Tedium • Zone of Proximal Development • “we learn only when tasks are a little too hard for us and a support system is available to help us.” • Moderate Challenge

  17. Indicators of Effective Tiers • Tiers are squarely focused on essential knowledge, understanding, and skill • Tiers are equally engaging to students • Pre-assessment formed basis for assigning students to tiers • ALL students must think at a high level to complete task • Support system is in place • Students understand the task and why they are not all doing the same thing

  18. Layered Curriculum • Kathie Nunley • “C” Level (knowledge base) • “B” Level • “A” Level (highest level thinking skills) • Layers based on Bloom’s Taxonomy • Each student makes choices from ALL layers

  19. Differentiated & Tiered Lesson Resources • Kathie Nunley’s Layered Curriculum • http://www.help4teachers.com/ • Indiana Dept. of Ed Gifted & Talented • http://www.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html • Regina, Saskatchewan Schools • http://www.saskschools.ca/curr_content/bestpractice/ • Check out their other resources too • Washington and Lee University • http://teachereducation.wlu.edu/courses/practicum/Differentiation.htm

  20. Homework for May • Email final version of first lesson to Sara to post on ESA web page • Begin Lessons 2, 3, 4 (can be Tiered, Layered, RAFTS, Web Quests, etc.)

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