Modeling Differentiation - CTSA 15
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Modeling Differentiation
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Transcript of Modeling Differentiation - CTSA 15
Modeling Differentiation
Director of Professional Development
Texas Computer Education
Association
[email protected] @diben
DIANA BENNER
http://dbenner.org
Animal School
https://youtu.be/wN7QfjIcVvA
In the next 60 min . . .
Discover what differentiation is
Identify ways we can differentiate our
professional development
Discuss various tools that can help us
differentiate
ISTE Standards for Coaches
Technology coaches help bridge
the gap from where we are to
where we need to be. The ISTE
Standards·C describe the skills
and knowledge they need to
support their peers in becoming
digital age educators.
http://goo.gl/lC6cwM
Differentiation
Differentiated instruction is the
way in which a teacher anticipates
and responds to a variety of
student needs in the classroom.
To meet these needs, teachers
differentiate by modifying
Content, Process, and Product.
Content (what we plan to teach and what we want students to learn)
Content includes what we want students to know,
understand, and be able to do, as well as the narratives,
events, and examples that make up a unit or topic of study.
Two ways to think about differentiating content:
1. differentiate the actual "stuff" - the K's, U's, and D's
2. differentiate how students get access to the content
Process (begins when students stop taking in information and begin to work actively with it)
• Process is often called "activities" in school.
• Process is how students come to own what they should
know, understand, and can do - How they come to
understand or make sense of the content.
• When process begins, students stop "borrowing"
information from other sources and make it their own.
Product (ways that students show what they have come to know,
understand, and be able to do as the result of study)
• Students apply and extend what they have
learned.
• Summative Assessment and Authentic
Assessments are examples.
True or False? 1. Differentiation involves hands-on activities.
2. Flexible grouping can be found in
differentiated activities.
3. Teachers need to experience differentiation in
order to enact it in the own classrooms.
4. Staff developers need to be explicit about the
differentiation experience and explain each
step in the process.
Steps Toward Differentiation
1. Identify Common Learning Goals
2. Pre-Assessment
3. Differentiated Activity
4. Whole-Group Discussion
5. Post-Assessment
6. Further Instruction
Strategies
Grouping Pre-Assessment
Exit Tickets
Task Cards Choice Boards
Quizzes
Learning Menus Anchor Activities
Learning Contracts
Learning Contracts A learning contract is a working agreement between student
and teacher concerning how that student will meet specific
learning objectives.
They can include such things as:
• What the student will learn.
• Time period for completion.
• What he/she will do to meet these objectives.
• How he/she will assess their own learning.
• How the teacher will assess their learning.
Branched Forms
• Use branching for quick quizzes or assessments
• Branching in Google Forms is a great way to differentiate
quizzes by having the form "go to page based on the answer"
Directions for Creating Branched Quizzes
http://goo.gl/oHddn3
Small-Group Discussion
Dispersing students around the room for
collaborative practice activities invites discussion
and cooperation to complete assignments.
Discuss at your table:
What did you think about the
Differentiated Tic-Tac-Toe Activity?
Choice Boards or
Learning Menus
• Choice boards or learning menus are a form
of differentiated learning that provide multiple
options for student learning or assessment.
• You can make your own Tic-Tac-Toe or Diner
Menu for your staff development.
Your TCEA Social Community Gain insights, solve problems, and share resources
Join the “Changing PD” Group
http://goo.gl/wQ0azD
Share on Today’s Meet
http://todaysmeet.com/tceacts15
Tweet @diben | #tceacts15
This Presentation http://dbenner.org
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Thank
You!
