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Meeting the Needs of All our Students

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Learning Profile Multiple Intelligences Buddy Quiz on Multiple Intelligence Instructional Strategies California Standards for the Teaching Profession Leading to ... – PowerPoint PPT presentation

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Title: Meeting the Needs of All our Students


1
Meeting the Needs of All our Students
  • Differentiated Instruction
  • What does it look like?

2
Goals
  • Address learning profile
  • Understand the extensive ways differentiation can
    be addressed in the classroom
  • Provide tools for differentiating lessons
  • Apply strategies to own lesson

3
Differentiation of Instruction
  • Is a teachers response to learners needs
  • Guided by general principles of differentiation
    such as
  • Respectful tasks
  • Flexible grouping
  • Ongoing assessment and adjustment

4
Reflection on Reading
  • Organize into groups of 3 or 4
  • Briefly explain metaphor for article read last
    night.
  • Group discusses impact on teaching practice.

5
Differentiation of Instruction
  • Teachers can differentiate by content

6
Content
7
Differentiation of Instruction
  • Teachers can differentiate by process

8
Process
9
Differentiation of Instruction
  • Teachers can differentiate by product

10
Product
11
Differentiation of Instruction
  • According to students readiness

12
Readiness
13
Differentiation of Instruction
  • According to students interests

14
Interest/Choice
15
Differentiation of Instruction
  • According to students learning profile

16
Learning Profile
17
Learning Profile-Modalities
  • Auditory
  • Visual
  • Kinesthetic/Tactile

18
Learning Profile-Modalities
  • Auditory,Visual, Kinesthetic/Tactile
  • Assessment Tools

19
Learning Profile Multiple Intelligences
  • Linguistic
  • Logical/Mathematical
  • Musical
  • Spatial

20
Learning ProfileMultiple Intelligences
  • Bodykinesthetic
  • Interpersonal
  • Intrapersonal
  • Naturalist

21
Learning ProfileMultiple Intelligences
  • Read assigned section from MI and Teaching
    Strategies and highlight noteworthy elements
    that impact curriculum and instruction.
  • Meet with your partner and create a graphic to
    share with the rest of the group that explains
    what you have learned about Multiple
    Intelligences and implications for instruction.

22
Break
  • Return ready to explain your section to the group

23
Learning ProfileMultiple Intelligences
  • Share Multiple Intelligences through graphic,
    words and explanation.

24
Learning ProfileMultiple Intelligences
  • Buddy Quiz on Multiple Intelligence Instructional
    Strategies

25
California Standards for the Teaching Profession
Leading to Differentiation
  • Using a variety of instructional strategies and
    resources to respond to students diverse needs
  • Developing and sequencing instructional
    activities and materials for student learning
  • Modifying instructional plans to adjust for
    student needs
  • Using the results of assessments to guide
    instruction

26
Differentiated Curriculum Flexible Grouping
  • Based on
  • Readiness
  • Interests
  • Learning profile

27
Differentiation in the Classroom How
  • How would it begin?
  • Content Standards
  • Pre-assessment
  • Lessons are developed with the following in mind
  • Learning styles
  • Multiple intelligences
  • Blooms Taxonomy
  • Teaching strategies
  • Flexible grouping
  • Choice
  • Tiered Assignment
  • Assessment and opportunities of student
    self-assessment

28
Differentiation in the Classroom What
  • What might it look like?
  • Flexible grouping based on interest/skill
  • Open-ended questioning
  • Independent contracts
  • Analysis, Synthesis, and Evaluation - the higher
    order thinking skills
  • Variety of reading levels in texts resources
  • Rubrics and anchor papers that show exemplary
    written work and final products

29
Differentiation in the Classroom Why
  • Why is differentiation essential?
  • Learning should provide a moderate challenge
  • When a task is too difficult learner feels
    threatened and downshifts into protective
    mode Students who consistently fail
    lose their motivation to learn
  • When a task is too simple
  • learners thinking/problem solving coasts
    into relaxation mode Students
    who succeed too easily lose their motivation
    to learn

30
In a Brain Compatible Environment the Teacher...
  • appreciate each child as an individual
  • teaches the whole child
  • strives for joyful learning
  • offers high expectations and lots of ladders
  • helps students make their own sense of ideas
  • shares the teaching with the students

31
  • A really good teacher is someone who knows that
    a student can teach and a teacher can learn,
    integrates himself or herself into the learning
    environment, literally taking a seat among the
    conglomerate of desks, proving that he or she
    enjoys associating with the minds made of
    sponges, ready to absorb, appreciates that what
    one thinks and says is more important than what
    one uses to fill in the blanks.
    Krista, Age 17

32
Teachers are no longer the Sage on the Stage
33
Teachers are the Guide on the Side
34
  • Teacher adjusts content, process and product in
    response to students readiness, interest and
    learning profile

Flexibility is the hallmark of a differentiated
classroom
A student competes more against himself or
herself than others
Teacher begins where the students are
35
All students participate in respectful work
  • Excellence is defined in large measure by
    individual growth from a starting point

Multi-option assignments are frequently used
36
Teacher helps students become more self-reliant
learners
Students are assessed in multiple ways
Students work with the teacher to establish both
whole-class and individual learning goals
Focus on multiple forms of intelligence is evident
37
Through the Cracks
  • Carolyn Sollman

38
  • Seeing stars, it dreams of eternity.
  • Hearing birds, it makes music.
  • Smelling flowers, it is enraptured.
  • Touching tools, it transforms the earth.
  • But deprived of these sensory
  • experiences, the human brain withers
  • and dies.
  • Ronald Kotulak
  • Inside the Brain

39
3-2-1 Exit Cards
  • 3 important things Ive learned are
  • 2 ideas or insights I would like to share
    with colleagues at school are
  • 1 action I will take immediately is

40
Break for lunch
41
Wilma Unlimited
  • Process and product strategies/tools modeled
    through Wilma Unlimited by Kathleen Krull
  • Q-Matrix
  • Extension Menu
  • Cubing
  • RAFT

42
On the Page
Off the Page
Between the Lines
43
Q-Matrix Questioning Stems Developed by Dr. C.W.
Wiederhold
  • The Question Matrix Stems connected to Blooms
    Taxonomy.
  • Recall question prompts are in the upper left
    hand corner of the Q-Matrix and as one moves out
    from that corner, the more the prompts encourage
    comprehension, application, analysis, synthesis
    and evaluation questions.

44
Wilma Unlimited
  • Model Q-Matrix

45
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46
CUBING
  • Cubing is a strategy that adds Novelty to your
  • differentiation tool box.
  • Cubing can be used to differentiate by
  • Readiness
  • Interest
  • Learning Profile

47
C1
48
Extension Menu
  • Strategy for
  • Independent Work Contracts
  • Inclusion of Choice
  • Tiered
  • Im Done! Now What Should I Do?
  • Developed by Susan Winebrenner

49
Break
50
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51
RAFT
52
RAFT
Role Audience Format Topic
53
RAFT
Raft is a strategy that employs writing to learn
activities to enhance understanding of text.
54
RAFT
  • Role
  • R Writers role
  • Reporter
  • Observer
  • Eyewitness?

55
RAFT
  • Audience
  • A Who will be reading
  • the writing
  • The teacher
  • A city planner
  • Another student?

56
RAFT
  • Format
  • FWhat is the best way
  • to present the writing
  • Letter
  • Poem
  • Report
  • Play?

57
RAFT
  • Topic
  • T Who or what is the
  • subject of the Writing
  • Famous mathematician
  • Prehistoric cave dweller
  • Reaction to an event?

58
RAFT forces students to process information,
rather than merely write out the answer to a
question.
59

Steps to Getting Started
  • Get a buddy
  • Align your objectives and start slowly
  • Plan for ongoing and varied opportunities for
    students to demonstrate their knowledge
  • Find out what your students know
  • Plan for flexible groups
  • Provide choice
  • Encourage student to take responsibility for
    their learning
  • Incorporate student-self assessment and goal
    setting in your learning environment

60
Teachers Role
  • Make connections across the curriculum
  • Allow students to demonstrate their learning
    using a variety of assessments
  • Create environments that encourage students to
    collaborate in a variety of settings

61
Teachers Role
  • Encourage questioning by students
  • Actively engage students
  • View Students as problem solvers inquiring about
    the world

62
3 Minute Pause to Reflect
Think about a Concept you teach and a lesson plan
you have developed in the past. Now think about
some of the strategies we have explored today
and answer the following question. v What of
todays work might you apply as a strategy?
63
APPLY IT!
  • Review differentiation strategies
  • Cubing
  • Extension
  • RAFT
  • Draft for a lesson you already teach or practice
    with a provided text
  • Share how you would apply strategy with group at
    your table
  • Prepare to share with large group

64
Success Every child, in addition to challenge,
needs success. One of the problems with a
classroom that is not differentiated is
somebody is challenged and has a chance to
succeed, but somebody is under-challenged and
succeeds without challenge, while someone else
is over-challenged and does not have the
opportunity for success. Carol Ann Tomlinson
65
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66
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67
Tiered Lesson
68
Tiered Lesson
Skill Dribbling and Basketball
Dribble from point A to point B in a straight
line with one hand. Switch to the other hand and
repeat. Use either hand and develop a new floor
pattern
Zigzag one hand then the other hand Increased
speed Change pattern to simulate going around an
opponent
In and out of pylons as fast as possible Dribble
with one hand - partner playing defense Increase
speed and change hands
69
Tiered Lesson
Creating Tiered Assignments
The Equalizer
Tiered Lesson Examples
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