Differentiated Instruction for All Learners
Transcript of Differentiated Instruction for All Learners
![Page 1: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/1.jpg)
Differentiated Instruction for All Learners
Raul Escarpio, Ed.D
�1
![Page 2: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/2.jpg)
“…Our communities are still struggling to practice a true
inclusion, full participation that finally becomes ordinary, normal.
And this requires not only technical and specific programs, but first of all recognition and acceptance of
faces, tenacious and patient confidence that each person is
unique and unrepeatable.”
Pope Francis�2
![Page 3: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/3.jpg)
Find a Clock Partner
• 2:00• 4:00
�3
![Page 4: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/4.jpg)
�4
http://teacher.scholastic.com
Name: Date:
Fooling
1another one thing
2
heart3
Butthought thought
4
LEAST MILL1ON
5 6
historyhistoryhistory
7 8
musicallyend
9
B
10RA
IN
F
ELI
11 12
e c a p a c e
E C N A L G13 14 15L
EVO
H
ETA ALL THINGS
all things
Guess What it Says?
scholastic.com
![Page 5: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/5.jpg)
Students Come to Our Classrooms with a Variety of…
• Personal Experiences• Prior Educational Experiences• Readiness• Language Ability• Motivators• Learning Styles• Interests
�5
![Page 6: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/6.jpg)
In Fact….
�6
The biggest mistake of past centuries inteaching has been to treat all children as ifthey were variants of the same individualand thus to feel justified in teaching themall the same subjects in the same way.
-Howard Gardner
![Page 7: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/7.jpg)
Effective Instructional Strategies
• Stay with your 2:00 Partner and rank the strategies on the next slide in order from least effective to most effective.
• Try to guess the percentage of information the “typical” student will retain from each teaching style.
�7
![Page 8: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/8.jpg)
• Practice by Doing• Demonstration• Teaching Others • Audio/Visual• Discussion• Reading• Lecture
• Least Effective <—————————> Most Effective
�8
![Page 9: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/9.jpg)
How’d You Do?
• Practice by Doing— 75%• Demonstration— 30%• Teaching Others —95%• Audio/Visual—20%• Discussion—50%• Reading— 10%• Lecture—5%
• Least Effective <————————> Most Effective
�9
![Page 10: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/10.jpg)
So the million dollar question is…
• What is differentiated instruction and how do we meet the needs of these diverse learners?
�10
![Page 11: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/11.jpg)
What is D.I.?
• A set of unique decisions that an educator makes to bring learning within the grasp of all students.
• This includes students who are of different academic abilities, disability status, language proficiency.
�11Creating Inclusive Classrooms; Effective and Reflective Practices, 7e Spencer J. Salend
![Page 12: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/12.jpg)
What Else Is D.I.?
• A means to provide multiple options for taking in and making sense of information, AS WELL AS
• A means of expressing learning.
�12
![Page 13: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/13.jpg)
How Should We Differentiate?
• Content• Process• Product • Affect • Learning environment
�13Creating Inclusive Classrooms; Effective and Reflective Practices, 7e Spencer J. Salend
![Page 14: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/14.jpg)
�14
![Page 15: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/15.jpg)
HOW INSTRUCTION IS DIFFERENTIATED
�15
![Page 16: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/16.jpg)
FIND YOUR 4:00 PARTNER
�16
![Page 17: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/17.jpg)
What Kind of Student Do We See Here?
• Describe the types of students at your diocese based on the following areas (be ready to give examples):• Readiness• Ability• Motivation• Interests and Attitudes
�17
![Page 18: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/18.jpg)
Tailor Curricular Goals and Teaching Strategies
• The types of curricular goals and teaching strategies should be tailored to the students, the learning standards, and the learning environment. For example, when differentiating consider:• The themes, goals and objectives of lesson/unit• The materials and arrangements (including physical
arrangements and grouping patterns) used• The supports, personal assistance, learning strategies,
instructional accommodations, and/or assistive devices • Where, when and for how long the lesson or activity will
last.�18Creating Inclusive Classrooms; Effective and Reflective Practices, 7e Spencer J.
Salend
![Page 19: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/19.jpg)
Individualize the Curriculum
• First, identify the concepts, principles and skills needing to be taught.
• Then, add or reduce the materials to be learned, varying levels of difficulty, and have students demonstrate their mastery in different ways.
• To individualize curricular goals, determine the following:• Students’ levels of content mastery and skills• What content is important for all students to learn• What content is important for most students to learn• What content is important for some students to learn
�19Creating Inclusive Classrooms; Effective and Reflective Practices, 7e Spencer J. Salend
![Page 20: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/20.jpg)
Backwards Design
• Before planning instructional activities, first determine the assessments that will be used to evaluate students’ learning and then use them as a guide for designing and sequencing the instructional activities.
�20
![Page 21: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/21.jpg)
Assessments
• Use a range of formative and summative assessments• Formative assessment: assessments used
during instruction to monitor students’ learning and to make ongoing decisions about teaching effectiveness
• Summative assessment: assessments used at the end of instruction to assess student mastery
�21
![Page 22: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/22.jpg)
Response Costs
• Response cards are a form of quick assessment. Each student has a card and indicates their understanding of a topic by holding up the appropriate response. • Response cards:• Increase participation level of all students• Increase on-task behavior• Provide immediate feedback• Are highly motivating and fun!
�22
![Page 23: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/23.jpg)
• If response cards were used instead of hand raising for just 30 minutes per day, each student would make more than 3,700 additional academic responses during the school year.
�23
![Page 24: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/24.jpg)
�24
![Page 25: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/25.jpg)
D.I. for English Language Learners
• Establish a relaxed learning environment• Begin new lessons with reviews of previously learned
material• Be consistent in use of language• Use gestures, facial expressions, pantomimes, etc.• Introduce new material in context• Use modeling, questions, art forms, drama,
simulations, etc. to develop students’ language competence
�25
![Page 26: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/26.jpg)
HOW ELSE CAN I DIFFERENTIATE?
�26
![Page 27: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/27.jpg)
Flexible Grouping
• Initially use whole group for instruction
• Divide group for practice or enrichment
• Not used as a permanent arrangement
• Use groups for one activity, a day, a week
�27
• Flexible grouping is the cornerstone of successful differentiated instruction – Carol Ann Tomlinson
![Page 28: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/28.jpg)
Flexible Grouping
• Flexible grouping is an opportunity for students to work with a variety of students, through whole group or in many different forms of small groups. The key to flexible grouping is in the name…FLEXIBLE.
• Students have an opportunity to be in different groups depending on the activity.
�28
![Page 29: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/29.jpg)
Group Membership
• Can be determined by:• Readiness• Interest• Reading Level• Skill Level• Background Knowledge• Language Ability• Social Skills
�29
![Page 30: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/30.jpg)
FIND YOUR 4:00 PARTNER
�30
![Page 31: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/31.jpg)
Talk a Mile a Minute
• One person faces the front• One person faces the back with their back
to the presentation• Let’s practice first.
�31
![Page 32: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/32.jpg)
Talk a Mile a Minute
• Dolphins• Cowboys• Saints• Colts• Buccaneers• Raiders• Bengals
�32
![Page 33: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/33.jpg)
Talk a Mile a Minute
• Eggs• Bacon• Toast• Coffee• Orange Juice• Waffles• Pancakes
�33
![Page 34: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/34.jpg)
Talks a Mile a Minute
• The Beatles• The Rolling Stones• The Beach Boys• The Mommas and the Poppas• Led Zeppelin• The Doors• The Who
�34
![Page 35: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/35.jpg)
Exit Cards
• Exit Cards (AKA “Tickets Out The Door”) are used to gather information on student readiness levels, interests, and/or learning profiles.
• They can be used as quick assessments to see if the students are “getting it.”
�35
![Page 36: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/36.jpg)
Exit Cards
• The teacher hands out index cards to students at the end of an instructional sequence or class period. The teacher asks the students to respond to a predetermined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject.
• The teacher reviews the student responses and separates the cards into instructional groups based on preset criteria.
�36
![Page 37: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/37.jpg)
Another Exit Card
• Muddiest Point and Windex Point
�37
![Page 38: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/38.jpg)
When in Doubt…
�38
![Page 39: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/39.jpg)
Closing Prayer
�39
Father of ALL that is good and holy, we ask that You bless us with Your infinite love and mercy as we
work with ALL students made in Your image.
Those students that read with grace, and those that need grace to read. Those that lift others up,
and those that need to be lifted up. Those that embrace learning, and those that need to be embraced to learn.
Those that make us smile, and those that need to smile.
Grant us Your knowledge, patience, and compassion to serve ALL students in our care for they have Your gifts to celebrate.
We ask this in the name of Your Son, Jesus Christ. Amen
Dr. Christie Bonfiglio
![Page 40: Differentiated Instruction for All Learners](https://reader034.fdocuments.in/reader034/viewer/2022051813/628215399667cb260348e8e6/html5/thumbnails/40.jpg)
�40
Thanks to RCL Benziger!
39