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Differentiated Instruction: Adapting the Process

Differentiated Instruction: Adapting the Process. Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us. Workshop 2. Workshop Outcomes. Increased understanding of how to differentiate the “process”

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Differentiated Instruction: Adapting the Process

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  1. Differentiated Instruction:Adapting the Process Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us Workshop 2

  2. Workshop Outcomes • Increased understanding of how to differentiate the “process” • Establish a new personal professional library of resources on differentiation • Begin creation of a differentiated lesson/unit to be used in your own classroom

  3. Key #1 – Adapt Process • Students use key skills • Bloom’s Taxonomy • Multiple Intelligence Theories • Common focus • Vary student activities • Vary complexity • Teacher uses a variety of methods

  4. Using Reading Strategies in All Content Areas • Vary strategies to aid a variety of learning styles/intelligences • Good reading strategies work in any content area

  5. High Quality Resources • Marco Polo – curriculum resources • http://www.marcopolo-education.com • ReadWriteThink • Illuminations • ArtsEdge • EconEdLink • National Geographic Expeditions • ScienceNetLinks • EdSitement

  6. Time For Lunch Come back at 1:00

  7. A Few Sample Lessons • Math Activities • Pi Day • Fractals • Social Studies • T-Shirts Through Time • Science & Problem Solving • Space Day • HS 2005 Project

  8. The 4 Hats of a Teacher • Diagnostician • Who am I teaching? • Program Design Engineer • What are students expected to learn? • Project Manager • How are students demonstrating their knowledge? • Assessor • Does the student product reflect/demonstrate understandings but also challenge them to stretch?

  9. Adapting the Process: Pre-assessment in a Differentiated Classroom • Provides a baseline of prior knowledge • Helps set a high ceiling • Capitalizes on interests, abilities, strengths, learning styles Handout: Pre-assessment ladder

  10. Approaches to Pre-Assessment • Formal • Pre-tests/quizzes • Performance on prior end-of-unit assessments • Informal • Journal entries • Surveys • Webbing activities • Systematic Observation

  11. Let’s Build a Lesson • Standards based • What pre-assessment could you use? • Understanding By Design • “Four Stages” of lesson design • Identify desired outcomes • Determine acceptable evidence • Plan learning experiences and instructional activities • Plan differentiation

  12. Homework for March • Bring your first lesson/unit in March • Rough draft is OK • Present it to the group • Read & Explore • The Brain Compatible Classroom • The Body, Movement, & the Brain • Time, Time, and More Time

  13. 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?

  14. 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?

  15. Brain Resources • Brain Breaks • http://www.alite.co.uk/information/brain_breaks.htm • Grow a Brain (Susan Jones) • http://www.susanjjones.com/grobraintro.html • The Brain Connection • http://www.brainconnection.com/

  16. Fun Math Resources • Chaos in the Classroom • http://math.bu.edu/DYSYS/chaos-game/chaos-game.html • Fractals • http://math.rice.edu/~lanius/frac/

  17. Pre-assessment Resources • http://assist.educ.msu.edu/ASSIST/classroom/assessment/section1/sec1strat1preassess.htm • http://curry.edschool.virginia.edu/gifted/projects/NRC/projects/ascd/ascd2002.ppt

  18. Graphic Organizers • http://www.writedesignonline.com/organizers/ • http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm

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