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![Page 1: Closing Achievement Gaps through Differentiated Instruction Presenters: Jennie Barrett Barbara Burchard February 22, 2005 & March 1, 2005.](https://reader035.fdocuments.in/reader035/viewer/2022062519/5697bfa91a28abf838c99ebf/html5/thumbnails/1.jpg)
Closing Achievement Gaps through Differentiated
InstructionPresenters:
Jennie Barrett
Barbara Burchard
February 22, 2005 & March 1, 2005
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Today’s Schedule 8:00 – 11:00 – Cover the Theory and
Practices 11:00-12:30 – Lunch 12:30-2:30 – Making Sense CD Exploration
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Thinking Outside the Box
?
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The Animal Schoolby Dr. G. H. Reavis, Cincinnati Public Schools
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Public schools are expected to… Teach good nutrition
habits Treat the emotionally
disturbed Teach first aid
procedures Assist in disease
prevention….
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What is Differentiated Instruction?Read Elementary or Middle Sample from pages 3 – 7 in your book.
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Differentiated instruction is not a set of tools but a philosophy that a teacher embraces to reach the unique needs of every learner.
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Elements of Differentiation: The teacher focuses on the essentials.
Concepts Principles Skills
See page 9
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Elements of Differentiation: The teacher attends to student differences.
Culture Gender Genetic Code Neurological wiring
See page 10
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Elements of Differentiation: Assessment and instruction are
inseparable. Ongoing Diagnostic Used to benchmark Formal Informal
See page 10
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Elements of Differentiation: The teacher modifies
Content: Multiple options for taking information in
Process: Multiple options for making sense of the ideas
Product: Multiple options for expressing what they know
See page 11
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Elements of Differentiation: All students participate in respectful work.
Respect the readiness level of each student. Expect all students to grow, and support their
continual growth. Offer all students the opportunity to explore
essential understandings and skills at varied degrees.
Offer all students interesting, challenging tasks. Page 11
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Elements of Differentiation: The teacher and students collaborate in
learning. Student-centered classroom. Teacher coordinates learning.
Page 12
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Elements of Differentiation: The teacher balances groups and
individual norms.“A great coach never achieves greatness for himself
or his team by working to make all his players alike.”
Page 13
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Elements of Differentiation: The teacher and students work together
flexibly. Group work Individual work Readiness, interest, learning style
Page 13 and then refer to pages 15 & 16
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Why differentiate instruction?Accountability
Changing Classroom
Changing Schools
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Accountability Standards-driven No Child Left Behind Adequate Yearly Progress
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Changing Classroom High Expectations Cultural Relevance Student Diversity Cognitive Research Societal and Technological Change
Pg. 17-24
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Changing Schools
Skills that students are expected to learn from teachers now-
C – Connected, Competent, Confidence, Compassion
A – Acceptance, Affection, Appreciation
R – Reading, ‘Riting and ‘Rithmetic, along with Responsibility, Respect, and Relationships
T – Thinking, Technology, Teamwork
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Reflecting on Learning Experiences Think about a negative learning experience
you have had as a learner. Have you ever created a negative experience for your students?
Based on these experiences, what would you have changed to create a positive learning environment?
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What Does It Look Like? Watch the video of several
classes implementing differentiating instruction
As you watch, use the video previewing guide to jot down practices currently in place in the left column and practices you would like to include in your classroom in the right column
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Approaches to DifferentiationResources for further study and implementation
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Creating a Healthy Classroom Environment
Student
Teacher Content
Pages 27-30
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Three Approaches to Differentiation
Learning Contracts – pg. 87
Intelligence Preferences
Tiered Assignments – pg. 83
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Learning Contracts
Page 87
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Learning Contract
An agreement between a teacher and a student.
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Learning Contracts are written agreements that outline… What students will
learn How they will
learn it In what period of
time How they will be
evaluated
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Instructional Values of Contracts Help students learn to
make decisions about their learning
Help students learn to manage their time
May involve the student in curriculum planning
Can be used to support students with learning difficulties
Can be used to facilitate learning for other students
Help the teacher manage group work Individual projects Investigations centers
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How do you begin?There are some initial ideas you’ll
need to consider before developing a contract.
What do students like to do? What materials and resources
do you have available? What technology do you want
students to use?
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Developing Contracts Tiered Contracts Variety of activities Everyone has the same
goals Supply reading
materials on varied levels
Give choices Make requirements
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Contract Do’s Start small (1 or 2 day
contracts). Explain the role and
function of contract. Help set realistic
deadlines. Renegotiate the contract if
it isn’t working. Gradually involve students
in contract development.
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Contract Don’ts Expect all students to be
able to use contracts effectively immediately.
Expect all students to like contracts.
Assume contracts can take the place of regular instruction.
Use contracts without a good management system.
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Learning Style
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Intelligence PreferencesSchool Smarts
Street Smarts
Imagination Smarts
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Sternberg’s Intelligence Preferences Analytic Intelligence (“school smarts”) –
People with strengths in this area tend to do very well with school tasks such as making meaning of text material, organizing information, seeing cause and effect, taking notes, and memorizing information.
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Sternberg’s Intelligence Preferences Practical Intelligence (“street smarts”) –
People with strengths in this area learn well when they see how things work in the world and how ideas and skills help solve problems. They learn better by using ideas rather than just learning ideas. They need to solve problems in a meaningful context.
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Sternberg’s Intelligence Preferences Creative Intelligence (“imagination smarts”) –
People with strengths in this area tend to come at ideas and problems in fresh and surprising ways. They prefer to experiment with ideas rather than work like everyone else They “think outside the box.”
Handout 17
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Reflecting on What We Learn Use the handout “Thinking About the Sternberg
Intelligences” to categorize learning tasks with your table team.
Handout 17 Activity
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Present a step by step approach making an effective speech.
Analytical Intelligence
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Identify the key parts of the water cycle.
Practical Intelligence
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Use unusual materials to show equations balance.
Creative Intelligence
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How Do Your Students Learn? Read the case studies on the handout labeled “How
People Learn” in your folder. Complete the table to
Identify each student’s intelligence preference. Provide two descriptors for the preference. List one instructional strategy that would be effective for
this student List one instructional strategy that would be ineffective
for this student. Handout 16 pg. 101
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Tiered InstructionA Planning Strategy for Mixed Ability Classrooms
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Tiered Instruction“When somebody hands you a glob of kids, they don’t hand you a matched set.”
Carol Tomlinson
• Provides teachers with a means of assigning different tasks within the same lesson or
unit.
• The tasks will vary according to:
•Readiness
•Interest
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WHAT CAN BE TIERED? Assignments Activities Homework Centers Experiments Materials Assessments Writing Prompts
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WHY USE TIERED INSTRUCTION? To build “multiple avenues” to content The focus is on key concepts and
understandings of the lesson or unit To provide optimal learning experiences
The task difficulty and skill level are slightly above the student level
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IDENTIFY OUTCOMES
What should the students know, understand, or be able to do?
INITIATING ACTIVITIES
Use a common experience for whole class
THINK ABOUT YOUR STUDENTS
Pre-assess readiness, interest, or learning styles.
Group 1
Task
Group 2
Task
Group 3
Task
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Creating Multiple Paths for Learning
Key Concept
Or
Understanding
Struggling Learners
On-level Learners
Highly Able Learners
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The Teacher’s ChallengeDeveloping “Respectful Activities”
Interesting Engaging Challenging
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How to Differentiate InstructionSteps to Success
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Step One: Know Your Students Ability
Levels Interests Behavior
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Step Two: Vary Instruction Direct Instruction Inquiry-based Learning Cooperative Learning Information Processing Strategies
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Step Three: Vary Activities Cubing Webquest Power Point
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Step Four: Vary Assessments Pre-Assessments During Learning Assessments Reflection Activities Authentic Assessments Rubrics Portfolios
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Bringing it all together Video
19 minutes Break