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Presenters: Jennifer Nehl

Welcome Back. Presenters: Jennifer Nehl. Differentiated Instruction. Title Insert KUd. What is Differentiated Instruction?. It is: More qualitative than quantitative Organized The use of multiple approaches to content, process, and product. It is NOT:

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Presenters: Jennifer Nehl

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  1. Welcome Back Presenters: Jennifer Nehl

  2. Differentiated Instruction

  3. Title Insert KUd

  4. What is Differentiated Instruction? It is: • More qualitative than quantitative • Organized • The use of multiple approaches to content, process, and product It is NOT: • Just modifying grading systems and reducing work loads • Chaotic • Just another way to provide homogenous instruction

  5. What is Differentiated Instruction? It is not: • Individualized instruction • More work for the good students and less and different for the poor students It is: • Student centered • A blend of whole class, group, and individual instruction

  6. The teacher focuses on essential learning and key concepts. • The teacher attends to student differences. • Assessment and instruction are inseparable. • The teacher modifies content, process, and products. Principles Guiding Differentiated Instruction

  7. All strategies are aligned with instructional goals and objectives. • Specific strategy selection based on • Focus of instruction • Focus of differentiation Differentiation Strategies

  8. The teacher ensures that all students participate in respectful work. • The teacher and students collaborate in learning. • The teacher utilizes both classroom and individual data. • The teacher uses flexible grouping according to readiness, interests and/or learning styles. Principles GuidingDifferentiated Instruction

  9. Teachers can differentiate… According to Student’s Content Process Product Environment Readiness Interest Learning Profile Principles GuidingDifferentiated Instruction

  10. Differentiate through a range of instructional and management strategies

  11. Differentiating by Content

  12. Compacting Curriculum • Learning Contracts • Leveled Texts • Tiered Lessons Ways to Differentiate Content

  13. Support differences in readiness • Allows students to work at their level and expand learning without frustration • Can tier activity, task, and/or product Tiered Lessons

  14. 1. Select activity based on essential learnings 2. Think about students’ • Readiness (skills, reading, thinking, information) • Interests • Learning style • Talents 3. Create activity that is • Interesting • Causes students to use key skills of unit 4. Chart complexity of activity Developing a Tiered Activity

  15. 5. Develop activities to ensure challenge and success • Materials (basic-advanced) • Form of expression (familiar to unfamiliar) • From personal experience to unfamiliar 6. Match task to student based on learning style and readiness Developing a Tiered Activity

  16. Tiering A Lesson

  17. Differentiating by Process

  18. RAFTS • Cubing, Think Dots • Choices (Intelligences) • Centers/Stations • Contracts • Graphic Organizers Ways to Differentiate Process

  19. Cubing On Target, Differentiated Instruction, Grades 4-12, pages 12-13

  20. CUBING Guide

  21. CUBING diagram

  22. cUBING demonstration

  23. Use the article and website on Earth Day and develop some questions to correspond with the 6 sides of the cube. Post questions on chart paper. Cubing Practice

  24. Social Studies Level 1

  25. Social Studies Level 2

  26. Social Studies Level 3

  27. CUBING • Use the first cube as your average cube, create 2 more: one lower level and one higher level. • ALL cubes need to cover the same type of questions, just written to the readiness levels. • Color-code or label your cubes so you know which level of readiness you are addressing. • Always remember to have an easy problem on each cube and a hard one regardless of the levels. • Decide on the rules. Will the students be asked to do all 6 sides? Roll and do any 4 sides? Do any two questions on each of the cubes? • Use old quizzes, worksheets, textbook-study problems, student generated, internet, etc. to help with writing questions.

  28. ThinkDots

  29. ThinkDots Guide

  30. ThinkDots • Variation of Cubing; works well with older students • Students have to do all the tasks, they just do it in the order they roll. • Strategy used to review, demonstrate, and extend thinking • Can do a group of 6 people and each one does the task of what they rolled and then they have a group product at the end.

  31. ThinkDots Demonstration

  32. ThinkDots Demonstration 2. Goldilocks in 1 minute or less http://youtube.com/watch?v=02cRfwmeCGY 3. Revolting Rhymes Goldilocks: Roald Dahl http://youtube.com/watch?v=cstpvUODHYY 4. Goldilocks Song http://youtube.com/watch?v=AvtkUOhL7yU 5. Rewrite the story of Goldilocks using more difficult vocabulary (example Little Red Riding Hood) 6. Goldilocks on trial http://youtube.com/watch?v=IAnGP-VO2sw

  33. Think Dots Title: Algebra level 1

  34. Think Dots Title: Algebra level 2

  35. Think Dots Title: Algebra level 3

  36. Using the article and website on Earth Day develop ThinkDot activities to correspond with the 6 sides of the die. ThinkDots: Practice Write on chart paper and post

  37. CUBING/THINK DOTS Suggestions • Use colored paper to indicate different readiness levels, interests or learning styles. • Let students choose which activities- for example: choose any three or have students choose just one to work on over a number of days. • If students have worked on activities individually, have them come together in groups by levels, interest or learning style to synthesize.

  38. WHEN To USE • After a unit has been presented and students are familiar with the elements of the unit and conceptual skills. • To help students think about and make sense of the unit and concepts they are studying.

  39. Concerns? Cubing or ThinkDOTS can turn into glorified worksheets – but not if all activities are purposeful and focused on getting students to understand a concept in a multitude of ways.

  40. Brainstorm

  41. Integration Plan • With your table group, brainstorm the different ideas for using Cubing/ThinkDots. • A recorder will write the top three responses on chart paper and post at the front of the room. • You’ll have 5 minutes to complete this task.

  42. Lesson Plan

  43. Lesson Plan • Choose a unit from your content area or continue with the Earth Day theme. • Choose either Cubing or ThinkDots. • Follow the directions on the guide sheets and use the lesson plan guide to develop a lesson to use in your classroom in the next month.

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