Differentiating Instruction My Report PRPT
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Transcript of Differentiating Instruction My Report PRPT
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DifferentiatingInstruction
Fair Is Not Always Equal
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What is Differentiation?A Pre-Assessment
Two students sit in the back of a classroom. Oneis near-sighted and cannot see anything that ismore than a few feet away. He wears thickglasses to see long distances. The teacher asksboth to read, record, and learn the informationwritten in small print on the front board, on theopposite side of the room. In order to be equal,however, the teacher removes the near-sightedchilds glasses and asks both to get started. The
child needing the glasses squints, but cant readanything on the board.
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Pre-Assessment
1. Did the teacher make it easier for thenear-sighted student?
Yes? No?
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2. You have finished a brilliantly presented unitand tested your students. the students fail.What is your reaction:
What is Differentiation?Pre-Assessment Part II
a. Clearly, the children did not studyb. Something is flawed its probably not the students.c. My standards are too high.
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What is Differentiation?
Pre-assessment Part III
True False
3. If I differentiate instruction, but otherteachers in my school do not, I am disabling mystudents. True False
4. Does differentiated instruction hinderperformance on standardized tests? Yes No
5. Differentiated instruction cannot be applied toreal world situations; the real world is not
differentiated. True False6. Differentiated instruction is individualized instruction.
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What Differentiating
Instruction is NOT1. It does not mean making learningeasier for students.
2. It is not individualized instruction.
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A different lesson for each student eachday.
Giving all students the same work or evenidentical assessments all of the time.
Assuming that all students learn by listening.
Merely having centers in the classroom.Chaotic or undisciplined.Not just providing homogeneous groupingOnly for students who demonstrate a need
for acceleration.Quantitativenot just assigning more work to
students who have demonstrated mastery inan area or less work to struggling students.
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What Differentiating Instruction is
Proactive, student-centered, and organic
A blend of whole class, group andindividualized instruction.
Recognizing the variance in learning stylesof our students and providing a variety of
assignments within units of instruction.Allowing students to choose, with teacher
direction, the route to their learning.Qualitativedeals with the NATURE of the
assignment.Provides multiple approaches to content(input), process (how), and product (output)
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It is not the goal of a teacher todifferentiate everything all the time.
Find key opportunities to meet learnerswhere they are in order to propel themforward in knowledge, understanding, andskill.
Curriculum is WHAT we teach.Differentiation is HOW we teach.Do we cover or uncover curriculum?
Do we teach to our students or learnwith them?
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Fairness does not mean everyone gets
the same.
Fairness means everyone gets whathe/she needs.
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In a differentiated classroom,the teacher plans and carriesout varied approaches to
content, process, and productin anticipation of and response
to student differences in
readiness, interest, andlearning needs.
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Differentiation means structuringinstruction to meet individualneeds. Whether teachers
differentiate content, process,products, or the learning
environment, the use of ongoingassessment and flexible groupingmakes this a successful approach
to instruction.
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The biggest mistake of pastcenturies in teaching has beento treat all children as if theywere variants of the same
individual and thus to feeljustified in teaching them all thesame subjects in the same way.
--Howard Gardner
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Tips for Differentiation
Meaningfulness
Currency PracticeReading LevelAuthenticity/RealismMotivationChallenge
Eduscapes.com
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Best Practices for
DifferentiatingInstruction
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Step 1: Know Your Students
Interest surveys
Look at previous performance
Talk to students Observe
Listen
Talking is learning; listening is teaching.
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Step 2: Know the Curriculum!Establish what is essentiallearning;
Teach the Student Objectives,
Communicate the objectives andenabling outcomesto the students
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Define success, mastery.
What might mastery of this objective look likein first grade, fifth grade, tenth grade?
Student Objective
Students will collect, organize, anddescribe data.
Mathematics Curriculum Standards 1-12
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Step 3: PLAN!Plan purposefully allowing for studentvariance
1. Pre-assess Whole group Focus on essential knowledge Not graded
For the teacher
Take your students from where they are andbring them to where you want them to be.
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Assess for Mastery Formative Assessments:on-going; not alwaysgraded; assessments for
learning
Summative Assessments:determination of masteryof objectives;assessments oflearning;often criterion based
Portfolios
Student-BasedAssessment
PerformanceAssessments
Independent
Assessments
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Pl f Diff ti t
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Plan for DifferentiateInstruction
Content/Process
Flexible grouping
Rubrics Graphic organizers
Tier assignments
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Written Visual Oral
Research Report Poster Lesson presentation
News article Graphic Organizer Oral Presentation
Information brochure PowerPoint Radio Interview
Tomlinson & McTigheIntegrating Differentiated Instruction andUnderstanding by Design p.74
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Tier by
Address needs of students who are atintroductory level and those ready for
more abstract or advanced work.
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Tier byChoose materials at various readingLevels and complexity of content.
Explore various print options: Newspapers Magazines Newsletters
Primary sources Diaries/journals
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Tier byUse same materials but prepare
differentiated outcomes. All students
are building on the same understanding
concept but producing different
products to demonstrate understanding.
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Tier byForm groups based on learning
preference using Gardnersintelligencesassignment
differentiated based on product.
Comparing Classrooms
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Comparing Classrooms
Traditional Classroom DifferentiatedClassroom
Student differences masked/actedupon when problematic
Student differences studied as abasis for planning
Assessment happens at the end oflearning to see who got it.
Assessment is ongoing anddiagnostic to match instruction to
student needOne definition of excellenceexists
Excellence is defined in largemeasure by individual growth froma starting point
Whole class instruction dominates Many instructional arrangements
are usedMastery of facts and skills out-of-context are the focus of learning
Use of essential skills to makesense of and understand keyconcepts and principles is thefocus of learning
Comparing Classrooms
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Comparing Classrooms
Traditional Classroom DifferentiatedClassroom
Single option assignments arethe norm
Multi option assignments arefrequently used
The teacher provides whole class
standards for grading
Students work with teachers to
establish both whole-class andindividual learning goals
A single form of assessmentis often used
Students are assessed inmultiple ways
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Secret to Success?Try one new idea or strategy at a time.
Once you feel confident, try another.
Select one curricular area or one unit todifferentiate not your wholecurriculum.
See 7 Tips on Managing Flexible Groupsin packet
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POST-ASSESSMENT!2. You have finished a brilliantly presented unit and tested your students.
the students fail. What is your reaction:
a. Clearly, the children did not studyb. Something is flawed its probably not the children!
6. Differentiated instruction is individualized instruction. True or False
3. If I differentiate instruction, but other teachers in my school do not Iam disabling my students. True False
4. Does differentiated instruction hinder performance on standardizedtests? Yes No
5. Can differentiated instruction be applied to real world situations? Or
Is the real world differentiated?Yes No
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Save the First for Last 1. Did the teacher make it easier for
the near-sighted student?
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Words of wisdom from Dr.Haim Ginott (1993)
I have come to the frightening conclusion that I am thedecisive element in the classroom. It is my personalapproach that creates the climate. It is my daily moodthat makes the weather. As a teacher, I possess
tremendous power to make a childs life miserable orjoyous. I can be a tool of torture or an instrument ofinspiration. I can humiliate or humor, hurt or heal.
In all situations it is my response that decides whetheror not a crisis will be escalated or de-escalated, and achild humanized or dehumanized. I am part of a team ofeducators creating a safe, caring and positive learning
environment for students and teaching them in amanner that ensures success becauseall individuals are capable of learning.
ABC f T hi S d i h
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Diff ti t d T 38
ABCs of Teaching Students withDiverse Academic Needs
A positive ATTITUDE that says ALLstudents in my class will be activelyengaged in learning
A BELIEF that it is appropriate tomake instructional accommodations forALL students who need it
A COMMITMENT to high (NOT same)expectations for ALL learners