Meyer Academy Professional Development Differentiated Instruction February 17, 2012
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Meyer Academy Professional Development Differentiated Instruction February 17, 2012
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Meyer Academy Professional Development Differentiated Instruction February 17, 2012. “ Our task is to provide an education for the kinds of kids we have, not the kinds of kids we used to have, or want to have, or the kids that exist in our dreams. ”. ~K. P. Gerlach. - PowerPoint PPT Presentation
Transcript of Meyer Academy Professional Development Differentiated Instruction February 17, 2012
MeyerAcademy
Professional Development
Differentiated InstructionFebruary 17, 2012
“Our task is to provide an education for the
kinds of kids we have, not the kinds of kids
we used to have, or want to have,
or the kids that exist in our dreams.”
~K. P. Gerlach
What is differentiation?
Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective
teachers do whatever it takes to hook the whole range of kids on learning.
-Tomlinson (2001)
Differentiation is responsive
teaching rather than one-size-fits-
all teaching.
“It means teachers proactively plan varied approaches to
what students need to learn, how they will learn it, and/or
how they will show what they have learned in order to increase the likelihood that
each student will learn as much as he or she can, as
efficiently as possible.”
Differentiation doesn’t suggest that a teacher can be all
things to all individuals all the time. It does, however,
mandate that a teacher create a reasonable range of approaches to learning
much of the time, so that most students find learning a fit
much of the time.
“Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student knows and
what he or she needs in order to learn, differentiation is no
longer an option; it is an obvious response.”
Key Principles of a Differentiated ClassroomKey Principles of a Differentiated Classroom
• The teacher is clear about what matters in subject matter.
• The teacher understands, appreciates, and builds upon student differences.
• Assessment and instruction are inseparable.
• The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.
• All students participate in respectful work.
• Students and teachers are collaborators in learning.
• Goals of a differentiated classroom are maximum growth and individual success.
• Flexibility is the hallmark of a differentiated classroom.
• The teacher is clear about what matters in subject matter.
• The teacher understands, appreciates, and builds upon student differences.
• Assessment and instruction are inseparable.
• The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.
• All students participate in respectful work.
• Students and teachers are collaborators in learning.
• Goals of a differentiated classroom are maximum growth and individual success.
• Flexibility is the hallmark of a differentiated classroom.
Assumptions We Need To Have…
• Students differ as learners and need appropriate challenge, success, and learning experiences
• It’s unlikely that we will achieve challenge, success, and instructional fit for each learner by ignoring student differences
Assumptions We Need To Have…
• Attending to student differences requires a flexible approach to teaching
• Successful attention to student differences must be rooted in solid curriculum and instruction
Assumptions We Need To Have…
• There are many routes to achieving high quality curriculum taught in ways that attend to student differences and build community
• Developing differentiated classrooms calls on us not so much to develop a bag of tricks as to rethink teaching and the power of learning
Differentiation is a Response to Beliefs About Teaching and
Learning• We probably underestimate the
capacity of every child as a learner
• Students should be a the center of the learning process
• All learners require meaningful, powerful, and engaging schoolwork to develop their individual capacities so that they can become fulfilled and productive members of society
• A major emphasis is on the learners competing against themselves as opposed to someone else
Video
Self-Reflection - Discussion QuestionWhat are you already
doing to differentiate instruction in your
classroom?
WE MUST REMEMBER
THAT…
Excellent differentiated classrooms are…
excellent FIRST and differentiated SECOND!
Clock Buddy Activity!
MeyerAcademy
Professional Development
Assessment & Differentiated Instruction, Part 2
March 19, 2012
WHAT CAN BE ASSESSED?
Skills
Concepts
READINESS INTEREST LEARNINGPROFILE
ContentKnowledge
• Interest Surveys• Interest Centers• Self-Selection
• Areas of Strength and Weakness• Work Preferences• Self Awareness
Example of Assessing Interest
What Do You Want to Learn About Rome?Name: _______________________
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 7 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
What Can You Tell Us About Rome?1. What country is Rome in? ________________________________________________2. What does the word civilization mean?_______________________________________ _________________________________________________________________.3. Can you give us some examples of different civilizations? ________________________
__________________________________________________________________.4. Can you name any famous Roman people? ___________________________________
__________________________________________________________________.5. Many things in our country and culture came from the Romans. Can you think of any?
___________________________________________________________________ ___________________________________________________________________
___________________________________________________________________.
Example of Assessing Learning StyleHow Do You Like to Learn?
1. I study best when it is quiet. Yes No2. I am able to ignore the noise of
other people talking while I am working. Yes No3. I like to work at a table or desk. Yes No4. I like to work on the floor. Yes No5. I work hard by myself. Yes No6. I work hard for my parents or teacher. Yes No7. I will work on an assignment until it is completed, no
matter what. Yes No8. Sometimes I get frustrated with my work
and do not finish it. Yes No9. When my teacher gives an assignment, I like to
have exact steps on how to complete it. Yes No10. When my teacher gives an assignment, I like to
create my own steps on how to complete it. Yes No11. I like to work by myself. Yes No12. I like to work in pairs or in groups. Yes No13. I like to have unlimited amount of time to work on
an assignment. Yes No14. I like to have a certain amount of time to work on
an assignment. Yes No15. I like to learn by moving and doing. Yes No16. I like to learn while sitting at my desk. Yes No
•on-going•reviews•observations in a classroom
•Teachers use formative assessment to improve instructional methods and student feedback throughout the teaching and learning process.
Formative Assessments Are...
•For example, if a teacher observes that some students do not grasp a concept, she or he can design a review activity or use a different instructional strategy.
•Likewise, students can monitor their progress with periodic quizzes and performance tasks.
•The results of formative assessments are used to modify and validate instruction.
Formative Assessment
THINKING ABOUT THINKING ABOUT ON-GOING ASSESSMENTON-GOING ASSESSMENTSTUDENT DATASTUDENT DATA
Open response testOpen response testOral responseOral responsePortfolio entryPortfolio entryExhibitionExhibitionQuestion writingQuestion writingProblem solvingProblem solvingJournal EntryJournal EntryShort Answer TestShort Answer Test
TEACHER DATATEACHER DATA
Anecdotal recordsAnecdotal recordsObservation by checklistObservation by checklistSkills checklistSkills checklistClass discussionClass discussionSmall group interactionSmall group interactionTeacher – student Teacher – student conferenceconferenceAssessment stationsAssessment stationsExit cardsExit cardsPerformance tasks and Performance tasks and rubricsrubrics
Summative Assessments Are...
• typically used to evaluate the effectiveness of instructional programs and services at the end of an academic year or at a pre-determined time.
• The goal of summative assessments is to
make a judgment of student competency after an instructional phase is complete.
Summative Assessments Are...
• For example, we currently use the SAT. • It is a summative assessment to determine
each student's ability at pre-determined points in time.
• Summative evaluations are used to:• determine if students have mastered
specific competencies
• identify instructional areas that need additional attention.
VIDEO!
Formative vs. Summative Part I
Side by Side
Formative Assessments
Summative Assessments
Anecdotal records Quizzes and essays Diagnostic tests Lab reports
Final examsStatewide tests (FCAT)National testsEntrance exams (SAT and ACT)
VIDEO!
Formative vs. Summative
Part II
Differentiated Instruction
Two familiar examples…
1.Dinner Menu
2. Tic-Tac-Toe Choice Board
Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.
Dinner Menu – Photosynthesis
Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.
Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.
Dessert (Optional)•Create a test to assess the teacher’s knowledge of
photosynthesis.
TIC-TAC-TOE Choice BoardFor a Book Report
Draw a picture of the
main character.
Perform a play that shows the
conclusion of a story.
Write a song about one of
the main events.
Write a poem about two
main events in the story.
Make a poster that shows the order of
events in the story.
Dress up as your favorite
character and perform
a speech telling who
you are.
Create a Venn
diagram comparing
and contrasting
the introduction
to the closing.
Write two paragraphs about the
main character.
Write two paragraphs about the setting.
Differentiated Instruction
Guided Reading Groups using the Scholastic Guided Reading Program
VIDEO!
Modeling Guided Reading FAQ
Differentiated Instruction
Let’s talk about centers!
VIDEO!
Learning Centers
Begin Slowly – Just Begin!
Low-Prep DifferentiationChoices of booksHomework optionsUse of reading buddiesVaried journal PromptsOrbitalsVaried pacing with anchor optionsStudent-teaching goal settingWork alone / togetherWhole-to-part and part-to-whole explorationsFlexible seatingVaried computer programsDesign-A-DayVaried Supplementary materialsOptions for varied modes of expressionVarying scaffolding on same organizerLet’s Make a Deal projectsComputer mentorsThink-Pair-Share by readiness, interest, learning profileUse of collaboration, independence, and cooperationOpen-ended activitiesMini-workshops to reteach or extend skillsJigsawNegotiated CriteriaExplorations by interestsGames to practice mastery of informationMultiple levels of questions
High-Prep DifferentiationTiered activities and labsTiered productsIndependent studiesMultiple textsAlternative assessmentsLearning contracts4-MATMultiple-intelligence optionsCompactingSpelling by readinessEntry PointsVarying organizersLectures coupled with graphic organizersCommunity mentorshipsInterest groupsTiered centersInterest centersPersonal agendasLiterature CirclesStationsComplex InstructionGroup InvestigationTape-recorded materialsTeams, Games, and TournamentsChoice BoardsThink-Tac-ToeSimulationsProblem-Based LearningGraduated RubricsFlexible reading formatsStudent-centered writing formats
We Need To Ask We Need To Ask Ourselves…Ourselves…
Do all students have access Do all students have access to the tools, knowledge and to the tools, knowledge and guidance that they need to guidance that they need to
succeed?succeed?
If not, what can we do to give If not, what can we do to give them those tools?them those tools?
Reform must come from
within, not from without.
James Gibbons
WE are the agents of change…nothing can
change unless we change ourselves
and our ways of teaching
VIDEO!
Sir Ken Robinson: Teachers Are Like Gardeners
JUST DO IT!!!JUST DO IT!!!
DIFFERENTIATED INSTRUCTION
