Professional Documents
Culture Documents
Administrators
Nanci Smith
October 8, 2011
Bangkok, Thailand
ASCD Professional
Development Institutes
Handout Copyright
©2011 by Nanci Smith. All rights
reserved. This handout is intended for
your personal use only. Further
reproduction and dissemination, in whole
or part, requires the permission of the
various owners as credited herein.
There will be a 15-minute coffee break between 10:00 and 10:30 a.m.
There will be a 15-minute soda break between 2:00 and 2:30 p.m.
Differentiating Instruction
for Administrators
Differentiated
Instruction
Examples Non-examples
(What it looks like) (What it does NOT
look like)
Notes
1
Notes
Overview of D. I.
Notes
2
Notes
Differentiated
Instruction
Defined
“Differentiated instruction is a teaching
philosophy based on the premise that
teachers should adapt instruction to
student differences. Rather than marching
students through the curriculum lockstep,
teachers should modify their instruction to
meet students‟ varying readiness levels,
learning preferences, and interests.
Therefore, the teacher proactively plans a
variety of ways to „get at‟ and express
learning.”
Carol Ann Tomlinson
Notes
3
Notes
CONTENT
• Teachers read ONE of the following:
– An overview of the components of differentiated
instruction
– About the theory and rationale behind
differentiation
– Examples of how differentiation looks in the
classroom
– About the results of implementing differentiated
instruction
PROCESS
Teachers choose from:
• Observing colleagues teach a series of
differentiated activities
• Watching videos of differentiation in action,
followed by discussion of what is seen
• Being part of a book study on differentiation
• Taking a course on differentiation
• Other ideas…
Notes
4
Notes
PRODUCT
• E-mail a differentiated activity to __________
(e.g., a colleague, instructional coach,
administrator) for feedback before you teach
the lesson and after you teach the lesson to
reflect on how it went.
• Present your differentiated activity to the staff;
include visuals. Be ready to say what worked
well and what you would change next time.
• Invite your principal or a colleague to observe
you teach a differentiated lesson. Meet for
feedback.
• Learning L
P
Profile
• Readiness
Notes
5
Notes
• Learning L
P
Profile
• Readiness
Notes
6
Notes
7
Notes
For Example…
You will each pretend to be a
student with a different ―label‖
and discuss your feelings about
homework (or grading, etc.)
Choose another initiative
you have been involved
with and show how it
supports (or refutes!) the
big ideas of differentiated
instruction
These are some of the topics we will be studying in our unit on Ancient Rome.
We want to know what you want to learn about. Number your choices from 1
to 7. Make sure that 1 is your favorite and 8 is your least favorite.
____ geography
____ government (laws)
____ agriculture (foods they grew)
____ architecture (buildings)
____ music and art
____ religion and sports
____ roles of men, women, and children
Notes
8
Notes
• Learning L
P
Profile
• Readiness
Notes
9
Notes
Notes
10
Notes
Verbal Linguistic
Musical Interpersonal
Visual Spatial
Naturalist
Kinesthetic
Intrapersonal
Notes
11
Notes
MUSICAL Learning is often easier for Sing, hum tunes Picking up sounds Rhythm
LEARNER these students when set to Remembering
music or rhythm
Listen to music Melody
“The Music Play an instrument melodies
Music
Lover” Noticing pitches/
Respond to music
rhythms
Keeping time
Notes
12
Notes
Practical
•We all have some of each of these intelligences, but are usually stronger
in one or two areas than in others.
•We should strive to develop as fully each of these intelligences in
students…
• …but also recognize where students’ strengths lie and teach through
those intelligences as often as possible, particularly when introducing new
ideas.
Notes
13
Notes
• Learning L
P
Profile
• Readiness
Notes
14
Notes
5
Clone the activity along the ladder as
needed to ensure challenge and success for
your students, in
• materials – basic to advanced 6
• form of expression – from familiar to unfamiliar
• from personal experience to removed from Match task to student based on
personal experience
• equalizer
student profile and task
requirements
Notes
15
Notes
KNOW
UNDERSTAND
BE ABLE TO DO
BE ABLE TO DO Skills
Basic (literacy, numeracy)
In general, these are Thinking (analysis, evidence of reasoning,
held steady as a core
for nearly all learners
questioning)
in a differentiated Of the Discipline (graphing/math/social
classroom.*
studies)
*Exception--linear skills and Planning (goal setting; use of time)
information that can be assessed for
mastery in the sequence (e.g. spelling) Social
Notes
16
Notes
Notes
17
Notes
Knowledge is BINARY;
KNOW You tend to either
know it or don’t
KNOW (Facts,Vocabulary,
Definitions)
• Definitions of Plot, Character, etc.
• The trig derivatives
• Tropical Climate
• Latitude and Longitude
• Key vocabulary: Union, Confederacy, Slavery,
Emancipation…
• July 4, 1776
41
Notes
18
Notes
I want students
to understand WHY
THAT…
HOW
CAVEAT 2
Notes
19
Notes
UNDERSTAND
Notes
20
Notes
Notes
21
Notes
Notes
22
Notes
71% incorrect!
Notes
23
Notes
Notes
24
Notes
YES NO
• Use common search • Complete a
engines worksheet
• Choose the showing the steps
appropriate search for using Google
engine for a search.
particular task • Match the task to
• Refine a general the appropriate
search to seek more search engine
specific information
YES NO
• Collect & • Collect
analyze data information
• Display data about what your
appropriately classmates like
• Interpret charts to do in their
and graphs free time
Notes
25
Notes
UNDERSTAND
KNOW (The Big Picture;
(The Details) The “Why?”)
DO
(The Real-
World Proof)
Notes
26
Notes
KNOW:
Gardner's 8 (1/2)
UNDERSTAND intelligences
THAT:
There are many
ways to be
smart
Addressing BE ABLE TO DO:
students’ Define each type of
intelligence intelligence and give an
preferences example of an activity
helps them that would appeal to
learn more students with that
efficiently intelligence preference
To THINK ABOUT –
Handout Page 12
27
Notes
“Kohesive” KUD
Notes
28
Notes
Notes
29
Notes
Focus on Principle # 3
All students
participate in
“respectful” work
in a respectful
environment
All work is
challenging
All work is
equally
engaging
All work leads to
unit goals
Notes
30
Notes
Planning a
DIFFERENTIATED Activity
Pages 169--172
Notes
31
Notes
Leadership for
Differentiation
SUCCESSFUL TEACHER
LEADERS ARE…
Notes
32
Notes
Tomlinson’s Progression of
Differentiation
Increasing flexibility and comfort with strategies for differentiation
Take it or
leave it
teaching;
One size
fits all
Notes
33
Notes
Tomlinson’s Progression of
Differentiation
Increasing flexibility and comfort with strategies for differentiation
Reflection on
student need;
Restlessness
Take it or
leave it
teaching;
One size
fits all
Notes
34
Notes
Tomlinson’s Progression of
Differentiation
Increasing flexibility and comfort with strategies for differentiation
Reflection on
student need;
Restlessness
Take it or Reactive
leave it differentiation;
teaching; Patching potholes as
One size we travel; Frequent
fits all stumbling blocks
Notes
35
Notes
Tomlinson’s Progression of
Differentiation
Increasing flexibility and comfort with strategies for differentiation
Tomlinson’s Progression of
Differentiation
Increasing flexibility and comfort with strategies for differentiation
Notes
36
Notes
Notes
37
Notes
Notes
38
Notes
39
Notes
Closing Thoughts
Novice
• Seeks algorithmic
Apprentice Practitioner Expert
From Novice to Expert
•Acknowledges
processes and expects gaps in • Skillfully
•Demonstrates differentiates
accuracy
“mastery” personal
of understanding curriculum
and confidence in and instruction through
PD/DI pp. 53-54
and
differentiation skills with explaining differentiation of curriculum
differentiating curriculum
the
of curriculum
development
and
• Focuses on •Articulates the rationale,
andthe
instruction instruction
challenges instead of philosophy, and “how to” of
• Demonstrates a •Exhibits differentiation
the benefits/necessity a belief in to a wide variety of
differentiation, but lacks parents, teachers,
willingness to work audiences (e.g.
•Lacks a big picture with students,
through challengesconfidence
understanding of the at timesadministrators)
in
•Problem solvesGrowth
Teacher inwhere
some persistence addressing challenges
philosophy due to in situations
•Understands
misperceptions about the • Recognizes andDifferentaition
differentiation
avoidsis both necessary
good philosophy of the “quickand difficult
fixes” to
differentiation
curriculum/instruction but lacks
differentiating curriculum
•Exhibits an unyielding belief in
confidence
(e.g. assessment and in application
and instruction
the necessity of differentiation for
evaluation) all students
Notes
40
Notes
SOLID CURRICULUM
ONGOING
ASSESSMENT
RESPECTFUL
ACTIVITIES
41
Notes
Notes
42
Notes
Key Concepts of
Differentiated Instruction
Notes
43
Notes
Notes
44
Notes
Differentiation
Is a teacher’s response to learner’s needs
Respectful tasks Quality Curriculum Flexible grouping Continual assessment Bldg. Community
According to students’
Differentiated
Instruction…
Notes
45
Notes
Begin
At a slightly uncomfortable
• At a comfortable pace pace!
• With a comfortable topic
• In one subject area or prep
• By sharing the load with
colleagues
Work to improve in small steps, to
move in the right direction
Cindy’s Six
Simple Secrets
to Success
Notes
46
Notes
Know where
you’re headed...
Be determined to achieve
your goals...
Notes
47
Notes
Notes
48
Notes
49
Notes
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