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8-27, James Bao PDF
8-27, James Bao PDF
Pace University
August 27, 2010
1
Reach and Teach All Children
Lillian Katz
6
Activity 1--Take a few minutes to create a Circle Map.
What I know What I do
Differentiating
Instruction
8
Differentiated Instruction is Based
on the Following Beliefs
10
Differentiation is NOT…
12
Differentiation IS….. (continued)
Assessment
“One-Size-Fits-All” Learning Profile
Tiered Activities
Curriculum Compacting
Learning Contracts
Independent Study
Flexible Grouping
EVERYONE IS ON THE JOURNEY!! Anchor Activities
Learning
Centers/Stations
Problem-Based
Learning
Project-Based Learning
15
Differentiated Instruction Success
Lev Semyonovich Vygotsky's Zone of
Proximal Development (ZPD)
19
Teachers Can Differentiate
Affect Environment
According to Students‟
Learning
Readiness Interest
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999). 20
Activity 2 Jigsaw Reading
Components of Differentiated Instruction
21
Activity 2 Jigsaw Reading
Components of Differentiated Instruction
Reading Focus
– What are the big ideas?
– What are some examples?
As a group,
– Identify and list the big ideas using the chart
paper provided.
– Be ready to share your learning with others.
According to Students‟
Learning
Readiness Interest
Profile
23
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
CONTENT
24
Differentiating by Content
25
PROCESS
26
Differentiating by Process
27
PRODUCTS
28
Differentiating by Product
Tiered products
MI tasks
Graduated rubrics
Alternative assessments
Modified homework assignments
Independent projects
29
Product Possibilities
“Four Square Products”, page 144. From Differentiating Instruction in a Whole-Group Setting, 3–8 © 2005 Crystal Springs Books.
Used with permission from the author. All rights reserved.
What’s the Point?
Learning
Readiness Interest
Profile
33
Academic Assessment
NYSESLAT ECLAS
NYSAA EPAL
Data from ARIS ELA/Math State Assessment
DIBELS Regents/ RCTs
Formative Assessment Predictive Assessments
Summative Interim Assessments
Assessment
34
READINESS……..
35
Differentiating by Readiness
Varied texts
Tier tasks/products
Homework options
Compacting
Use of organizers
Learning contracts
36
INTEREST……..
37
Differentiating by Interest
39
Learning Profile
40
Activity 3--Take a few minutes to complete the
Learning strengths inventory.
http://www.ldrc.ca/projects/miinventory/mitest.html 41
Differentiating by Learning Profile
42
Learning Profile
Interest inventories---
Person-al-i-ties
Circle graphs
Puzzle pieces
„All about me‟ surveys
Interest surveys
43
Debrief Questions
44
So, where do you go from
here?
45
The Teacher‟s Toolbox
46
Differentiated Instructional
Strategies
Adjusting Questions
Anchoring Activities
Cubing
Curriculum Compacting
Choice Boards
Flexible Grouping
Independent Study
Interest Groups
47
Differentiated Instructional Strategies
(continued)
Jigsaw
Learning Centers
Learning Contract
Literature Circles
Multiple Intelligences
Orbitals
R.A.F.T Role Audience Format Topic
Reading Buddies
48
Differentiated Instructional Strategies
(continued)
49
Establish specifically what students
should know using KUD
Understand- concepts,
principles/generalizations
Do-skills, activities
50
Know
Facts
Vocabulary
Dates
Places
Names
Summary
State standards/ objectives
51
Examples
52
Understand
Concepts
Sub-concepts
Principles/Generalizations
53
Examples
54
Do
Skills
– Basic (literacy, numeracy)
– Thinking (analysis, evidence of reasoning,
questioning)
– Of the Discipline (graphing,math)
– Planning (goal setting, use of time)
– Social skills
– Skills of independence
55
Examples
56
Each time you change your
method of teaching,
a new group of students will
become the stars!
E. Paul Torrance
57
The new legislation calls for a fundamental shift
in our thinking about reading difficulties.
58
Covert
Write…
Visual
Underline…
Observable Discuss…
Auditory Accountable Talk
Wipe Off Board
Gestures
Expressions
Post Its
Idea on Parking Lot
60
Brain Compatible Teaching
Making Connections: Teaching and the Human Brain (1994), Caine & Caine
61
NEURONS THAT FIRE TOGETHER
GET WIRED TOGETHER.
THAT IS WHAT A PATTERN IS!
62
What are Thinking Maps?
63
Patterns for Thinking
as as as
Defining Classifying Describing Comparing
as as as
Whole and Sequencing Cause and Analogies
Parts Effect
– …assume a role
– …consider their audience,
– …write in a particular format
– …examine a topic from a relevant perspective,
66
RAFT
Audience. Who will be reading this writing: the teacher, other students,
a parent, people in the community, an editor?
68 Carol Tomlinson
RAFT Planning Sheet
Know
Understand
Do
How to Differentiate:
Tiered?
Profile? (Differentiate Format)
Interest? (Keep options equivalent in
learning)
Other?
69
Raft Activities
70
Think-Tac-Toe is……..
71
Think-Tac-Toe Planning
72
Think-Tac-Toe Planning (continued)
73
Think-Tac-Toe /Menus
Read Lon Po Po and Jack took the giant‟s hen, Choose a story to retell
Little Red Riding Hood. gold, and harp. Was he from the point of view of
Complete a Double a thief? Defend your the villain.
Bubble to show point of view using
similarities and supporting evidence.
differences,
Read the 3 Little Pigs. Create a simple machine Read 10 fairy tales and
Write a persuasive that the wolf could use to check off the elements
speech for the Big Pig to get to the 3 little pigs seen in each one.
convince the wolf to
leave them alone.
Think-Tac-Toe / Menus
Design an invitation card List the food items you Describe how you would
for a party. want to buy. like to decorate your
house.
Design a menu for the List the people you would Describe the clothes you
party. like to invite and provide would wear for the party.
a reason.
Activity 4: Take about 30 minutes to
complete an DI classroom activity
76
References
Gayle, G H., & Chapman, C. (2002). Differentiated Instructional Strategies
(One Size Doesn't Fit All). Thousand Oaks, CA: Corwin Press Inc.