Differentiation
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Transcript of Differentiation
TEAM BUILDER: Puzzling Team
Objective: This activity promotes flexibility, communication, cooperation, and the ability to look beyond oneself, and tap into the team's resources to
solve problems.
Directions:
Numbered Heads: complete the puzzle in the envelope.
On the count of 3, you will open the envelope and put the puzzle together.
Winning team is the one that solves it first.
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Process Team Builder
1. How did you feel when you discovered that you didn’t have all the pieces that you needed to complete your puzzle?
2. Who gave up the piece they didn’t need before finding the one they did need? Why did you do that?
3. Are there times when we need to look beyond ourselves or our department for help?
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Workshop Expectations
Take the pledge…
I will be the participant that I want my own students to be.
What does this mean to you? What does this sound like and
look like?
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Framing the Learning
Session Objectives Session Agenda
Understand basic principles
of differentiating content,
process, and product in an
academically diverse
classroom.
Be able to implement one or
more instructional strategies
that support differentiation.
Team Builder
Framing our Learning
Differentiated
Instruction
Summarizer
Evaluation
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Pop Quiz: True or False?
1. Differentiation is a set of instructional
strategies.
2. It should be enough for a school leader to
tell or show teachers how to differentiate
effectively.
3. Differentiation is just about instruction.
4. Differentiation is something a teacher does
or doesn’t do.
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Misunderstanding Reality
1. Differentiation is a set of
instructional strategies.
2. It should be enough for a
school leader to tell or
show teachers how to
differentiate effectively.
3. Differentiation is just
about instruction.
4. Differentiation is
something a teacher does
or doesn’t do.
1. Philosophy, way of thinking. Set
of principles and fact.
2. Requires teachers to rethink
their practices. About trial,
reflections, and adjustments.
3. While approach is about
instruction, cannot be separated
from positive learning climate,
curriculum, etc.
4. While some attention is paid to
student variation, many
teachers do not proactively plan
to address student differences in
readiness, interest, etc.
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TEACHER BELIEFS 9
DIGNITY AND RESPECT
THERE IS POSITIVE IN DIVERSITY
CLASSROOM COMMUNITY ALIGN WITH REAL
WORLD
MOST STUDENTS CAN LEARN
EQUITY
BUILD CAPACITY OF LEARNER
Belief: Dignity and Respect
How do I show respect and value to my students? How do I learn the strengths, and needs of my students? How do I support students to see others’ values and
contributions in class? How can I be the most effective teacher for each
learner? How do I establish a sense of community in the
classroom characterized by respect?
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Belief: Positive in Diversity
How do I understand my own culture and how it shapes my teaching?
How can I help students to learn and seek
multiple perspectives on issues and topics in the classroom?
How do I ensure there is equity of access to
quality learning opportunities in my classroom?
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Belief: Alignment with Real World
How can we create an all-inclusive environment in order to learn together?
How do we encourage, support, and celebrate growth?
How can I understand the diverse backgrounds so I can use it to connect to real world to help understand the concept of topic taught?
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Belief: Students can Learn
How do I learn the mindset of my students in order to ensure success for them?
How do I arrange the classroom to build on their cultural preferences?
How do I ensure that growth is the key and is seen in data?
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Belief: Equity Access for All
Am I teaching up or watering down for groups of students?
Is the curriculum designed to ensure understanding for all?
Are all assignments respectful of students?: requires them to think critically? Can students work in authentic ways? Is it appealing to them?
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Belief: Build Capacity of Learner
What are the next steps? How do we chart growth and quality over time?
How do we celebrate achievement?
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Principles of a Differentiated Classroom
Respectful Student Work Ongoing assessments Group work Choice in tasks/assignments Rigor/problem solving Meeting and recognizing needs of diverse learners
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LEARNING ENVIRONMENT
KNOW YOUR STUDENTS
BUILD CLASSROOM COMMUNITY
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Ways to differentiate
Content
• What is taught
Process
• How will the student understand or make sense of it
Product
• Demonstration of what they have learned and apply it
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Differentiation Instruction (DI):
“NOT” “IS” Individualized
Instruction ◦ Different Reading
Assignments
◦ Taught Skill Practice
One-Size-Fits-All Instruction
Student Centered
Combination of Whole-Class, small group and individual instruction
Flexible and Responsive
Learners of Multiple Abilities Educated Together
Proactive planning and learning
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teaching.mrbelshaw.co.uk
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Let’s take a field trip
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http://www.youtube.com/watch?v=0AMSXjq90OE
Process Video: So how DO YOU already meet the needs of your diverse learners?
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Differentiated Strategies
Read and discuss assigned
strategy.
On chart paper, describe the
strategy as if presenting to peers.
Explain how you will use it this
year.
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Lessons to take away…
Can be practiced in many ways Start small Know your students Proactive planning Set expectations for your students Commit to practicing one strategy/quarter
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Questions to ask when planning…
(Planning)What do I want students to
know and be able to do?
(Pre-assessment): Which of my students
already know the content/information or
can do it?
(Differentiation): what can I do for my
students for continued progress?
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Differentiated Instruction: Steps to beginning the
process…
Identify the Outcomes What should students know, understand, or be able to do?
Students and grouping them Pre-assess readiness, interest, or learning profile
Plan Task/Activity (start small)
Implementation of Lesson Create a common experience for the whole class
Reflection
Summarizer
Differentiation I use or have
practiced regularly in the
past.
Differentiation I would like
to try in the first marking
period.
What additional resource or
training do I need to
increase differentiation in
my classroom?
Strategies we used today…
Activator
Numbered Heads
Team Builder
Small groups
Modeling
Think Pair Share
Collaboration
Summarizer
Feedback
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Web Resources: REFERENCES
Understanding Differentiation in Order to Lead by
Carol Ann Tomlinson and Marcia B. Imbeau
12 Simple Do-it-Yourself Team Building Games and
Icebreakers by David Greenberg
Differentiation tips for teachers: Practical strategies
for the classroom by Kirchner and Inman
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Evaluation
Please evaluate today’s training.
It has been a pleasure working with
you today.
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